UDL In the News
The author discusses another approach of thinking which may show more evidence than Learning Styles Theory.
My daughter is a powerful, beautiful tornado. In hindsight, her impulsivity started at birth. I was induced with full-term twins, and, within an hour, my sweet baby girl crowned, much to the dismay of the doctor, who planned for a delivery in the OR. “Wow, she doesn’t wait for anything,” the doctor quipped.
CAST today announced a new online home for the UDL Guidelines, udlguidelines.cast.org. The new site—designed and built by CAST’s inhouse team and utilizing the CAST Figuration front-end framework—gives users an accessible, responsive experience across platforms and devices to access this essential resource for the Universal Design for Learning (UDL) field.
In this article, John Hattie and his research partner Gregory Donoghue discuss the model they have developed on why different strategies may be effective at different stages of the learning cycle. They discuss items such as skill, will and thrill as well as surface learning and in-depth learning.
Hattie and Donoghue state "When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners." In other words, students need to know the power standard as well as the goal and end product to be achieved.
As you read the article think about the UDL Principles, Guidelines, and Checkpoints and where they fit?
Embrace Learner Variability
Elizabeth Hartman in a SWIFT blog post, discusses learner variability. She challenges us to think about student's variability instead of their similarities while reframing our thinking of students, especially those with severe disabilities.
"I found the answer in the Universal Design for Learning (UDL) framework and its fundamental premise of learner variability" stated Hartman.
Link to full article here.