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Lesson 3: Using the UDL Guidelines to Meet Student Needs

From KNILT

Materials

  • A note collection tool (electronic document or notebook)
  • A computer and Internet connection

Lesson Objective

Using collaborative discussion, learners will share their observations and findings with their peers and provide suggestions based on UDL guidelines.

Variability

David Rose, CEO of CAST, discusses how educators can improve instruction to create expert learners and allow students to reach their fullest potential through UDL.

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Acknowledging Learner Variability


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Embracing Learner Variability in Schools

Please watch this video by Todd Rose on shifting our focus to the individual rather than the "average" student. He discusses the importance of eliminating the idea of teaching to the average student and focusing our learning environment more on individual needs.

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The End of Average

Continuing off of these ideas, please enjoy this quick blog post titled The Driver of UDL is Variability by Loui Lord Nelson at the top of her blog site. Then, listen to the corresponding podcast by Loui Lord Nelson on learner variability.

These resources focus on creating a classroom of expert learners, just as David Rose emphasizes. In the podcast, we listen to educators who removed barriers to motivate their students, just as you will be doing soon! Enjoy!

Activity

Based on your learner analysis worksheet you completed from lesson 2, how can you emphasize student variability in your classroom? When completing the worksheet, what variabilities stood out to you about your learners? What can you change using the UDL principles to improve student success?

To answer these questions, please post one comment in each area of this class blog. Then, read over your peers' comments to add additional thoughts to posts and to build off of each other's ideas. Please keep in mind how you can embrace student variability using the UDL principles!

Onwards!

Once you have completed all the tasks for Unit 2 please proceed to Unit 3, lesson 1.

References

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