universal design for learninguniversal design for learning
Are Your Slides Too Cute? 3 Presentation Tips That Center Student Understanding
How Universal Design for Learning Helps Students Merge Onto the 'Learning Expressway'
How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable
Why Designing for Disability Leads to Better Solutions for Everyone
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"content": "\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Classroom resources can be accessed\u003ca href=\"https://www.kqed.org/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable\"> outside of the classroom\u003c/a> and it isn’t unusual for teachers to post the materials they used in class on a learning management system like Google Classroom or Canvas. Scheffel suggested using minimal text on the slides used in class and sharing another more text-heavy version online for students to access later. Alternatively, teachers can also post a video of them talking over the slides they used in class.\u003c/p>\n\u003ch2>\u003cstrong>Provide multiple forms of media\u003c/strong>\u003c/h2>\n\u003cp>Using different media types can help reach diverse learners. “Our learners differ in the ways that they perceive and comprehend information that is presented to them. And there is no one perfect means of representation that’s optimal for all learners. So we need to provide options,” Scheffel said.\u003c/p>\n\u003cp>Using videos, audio, visuals and text provides multiple avenues for understanding. Scheffel encouraged teachers to include captions or transcripts with videos, many of which can be generated automatically. “All of this needs to be \u003ca href=\"https://www.kqed.org/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need\">incorporated in our planning\u003c/a> and not as an afterthought,” Scheffel said, acknowledging the time constraints teachers face. “Take it one step at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all materials need to be plain and dull, Scheffel explained. “There is a time and a place for those fun, creative, cute things,” she said, suggesting that these designs work well for non-instructional content. For example, a teacher may choose to use a fun format during a check in, by providing students with a selection of emojis or graphics and asking them to choose which one they feel represents their current mood. “Not every student is going to get thrown off by a wordy slide or a rogue cactus, but some are,” Scheffel said. “We need to design with all of our students in mind.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Universal Design for Learning Helps Students Merge Onto the 'Learning Expressway'",
"headTitle": "How Universal Design for Learning Helps Students Merge Onto the ‘Learning Expressway’ | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting UDL practices, teachers approach learning from a variety of angles. Providing multiple means of representation, engagement and expression enables teachers to meet a variety of learning needs. “Everyone is capable of working towards mastery of standards. If we get the conditions right we’re really honoring the learner and allowing them to co-create those conditions,” said Novak. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Kate Smith’s second grade class finished their virtual field trip to a local farm, her students chose how they wanted to share what they had learned. Some kids created postcards or a poster with crayons. Some wrote a letter about the trip and sent it to a family member. Others scripted commercials and shot a video to present to the class. Universal Design for Learning (UDL), an approach where teachers seek to make learning accessible to all students regardless of their backgrounds, abilities, or learning preferences, is at the root of Smith’s lessons. “You’re getting to know your kids — their abilities, their skill levels, what they struggle with, where they excel, their interests, all those kinds of things. And you’re designing [lessons] with kids in mind,” said the teacher, who works in Westminster, Maryland.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by the \u003c/span>\u003ca href=\"https://www.cast.org/\">\u003cspan style=\"font-weight: 400\">Center for Applied Special Technology (CAST)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, UDL provides a framework for educators to create inclusive learning environments. “It really is about how we design instruction and recognizing that one-size-fits-all experiences, which have been perpetuated by the system forever, have been designed to exclude and oppress some learners,” said \u003c/span>\u003ca href=\"https://twitter.com/KatieNovakUDL\">\u003cspan style=\"font-weight: 400\">Katie Novak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003cem>\u003ca href=\"https://www.novakeducation.com/udl-now\">\u003cspan style=\"font-weight: 400\">UDL Now! A Teacher’s Guide to Applying Universal Design for Learning\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In UDL, teachers provide students with multiple representations of new information, multiple ways to engage with that information, and multiple avenues for expressing their learning. \u003c/span>\u003ca href=\"https://twitter.com/FritzTesha\">\u003cspan style=\"font-weight: 400\">Andratesha Fritzgerald\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an educator and author of \u003c/span>\u003ca href=\"https://publishing.cast.org/catalog/books-products/antiracism-universal-design-for-learning-fritzgerald\">\u003cspan style=\"font-weight: 400\">\u003cem>Antiracism and Universal Design for Learning\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> said UDL can be likened to a learning expressway with multiple means of representation, engagement and expression serving as on-ramps, traffic patterns and off-ramps.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Myth of Average: Todd Rose at TEDxSonomaCounty\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4eBmyttcfU4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>On-ramp: Multiple means of representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers provide multiple means of representation, they introduce information in a variety of ways. They may use visual aids, graphic organizers, videos and audio to make information easier for students to understand. “The information that students are supposed to be taking in or learning needs an on ramp,” said Fritzgerald. “It needs something to connect from where you are to where it is that you want to go.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if students are learning about different plant types, a teacher could structure the lesson so students read seed packets, meet local gardeners and examine a variety of plant samples. “Multiple means of representation asks, ‘How can we design instruction so that all students can build understanding in ways that are linguistically appropriate and culturally responsive?’” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her current role as an instructional coach, Smith, the Maryland educator, supports teachers in adapting lessons for students of all abilities. When educators try to make their curriculum more accessible, they’re often worried that changing the curriculum too much, will lower the quality, Smith said. For teachers who are new to UDL, it can be beneficial to connect with \u003c/span>\u003ca href=\"http://udlexchange.cast.org/home/_gl/1*u3k9o7*_ga*MzYzNTQwMzU0LjE2ODQ4NDcwMzg.*_ga_C7LXP5M74W*MTY4NDg0NzAzOC4xLjEuMTY4NDg0NzIwOC4wLjAuMA..\">\u003cspan style=\"font-weight: 400\">other UDL \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003cspan style=\"font-weight: 400\"> in person or online to share materials and ask any questions. With practice, Smith said, teachers get more comfortable identifying how to adapt core content so all students are learning important skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Traffic pattern: Multiple means of engagement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multiple means of engagement is when a teacher gives students a variety of ways to participate in learning tasks, such as project-based learning, games or discussions. “Multiple means of engagement is providing options to build purpose and motivation and help students really commit to these incredibly rigorous learning tasks,” said Novak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If multiple means of representation are on-ramps, multiple means of engagement are how students navigate the traffic pattern. “Every time you merge onto an expressway of learning, the traffic pattern is going to be different. You’ll be surrounded by different cars,” said Fritzgerald. “What supports do you lean on? How do you set your GPS?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Returning to the example of a lesson on plant types, a teacher could provide different options for students to have a deeper learning experience, such as participating in a community garden, starting a herb garden at home or observing a neighbor’s houseplants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “We provide all of these different options and say, ‘We want you to learn about this because we want you to apply it, and you can work alone or together,” said Novak. “And ultimately, we want you to find a purpose and motivation in this space.” Additionally, each learner is empowered to make decisions about what support they need to participate in classwork, including selecting activities that interest them, determining whether they work alone or in a group, and figuring out how they are physically set up in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Smith’s school, flexible seating gives students a variety of ways to position themselves so that they are ready to learn. “Instead of desks or tables, we have different choices of seats: wobble stools, cushions, balls, different things that make the room more comfortable for the students,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Off-ramp: Multiple means of expression\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers may offer options for different modes of expression, such as written assignments, oral presentations or art projects and allow students to choose the materials they use to present information. Multiple means of expression are off-ramps, said Fritzgerald: “That’s when I am ready to show you what I know so that I can arrive at the destination that I’ve chosen and then move on to the next destination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, students who have completed activities for a unit about plants may share a series of photos or a video, while others might write a letter about their experience or bring in a physical plant to show the class. Even a student’s dead plant can present opportunities for further learning. “We want to make sure you have the tools and options to share with us your learning so that we can give you feedback and we can find out what barriers you’re facing so we can help you along on your journey,” said Novak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way some teachers enable students to express what they have learned are communication boards – posters or devices with images and symbols that a person can point to to express themselves. “Communication boards have traditionally been used more with students who have complex communication needs,” said Smith. “But I think teachers are starting to see the value in using it with a broader population – kids who may have English as their second language, have processing problems, and might have behavior or focus issues.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable",
"title": "How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/bDvKnY0g6e4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wVTm8vQRvNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bDvKnY0g6e4'\n title='//www.youtube.com/embed/bDvKnY0g6e4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wVTm8vQRvNc'\n title='//www.youtube.com/embed/wVTm8vQRvNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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