![]() ![]() Do all students have access to and understanding of the learning goals?.Is the learning goal for this part of the lesson clear?.This includes understanding whether the goal is a key skill, learning content, behavior, or other critical areas of focus for the lesson you are developing. The UDL design process requires a deep reflection on the goals. the 5-15-45 is a tool to support collaborative design processes to include all students in instruction.Īs you work through Module 3, please add to Your UDL Journal.the UDL design process includes goals, barriers, flexible options using the UDL Guidelines and. ![]() This module includes two2 key concepts to understand: Collaboration can support inclusive instruction - whether with other educators or with students themselves. Instead, with UDL educators develop the learning goals, proactively reduce barriers, and design flexible instruction using the UDL Guidelines (Engagement, Representation, Action & Expression) in their assessments, methods, and materials. ![]() There is no one tool, resource, or technology that is required. Remember, just like Universal Design in architecture looks different in every context, UDL will look different in every learning context. Now that you’ve explored the vision of UDL, the UDL Guidelines, and the UDL Framework, it is time to dive into implementation. Accessibility is a critical starting point for UDL. This tool can help educators anticipate and design for the variability of students. Module 2 highlights CAST’s UDL Guidelines. UDL encourages educators to frame barriers in the environment, not in the student, and to proactively design options for Engagement, Representation, and Action & Expression to reduce those barriers. Module 1 focuses on the “why” of UDL and recognition that clear goals and flexible pathways can open opportunities for all students to develop as expert learners in our classrooms. How would you summarize your learning so far? Here are a few key ideas: Take a moment to pause and review what you learned in Modules 1 and 2. ![]()
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