Stretch the Learning
Do you think new learning can occur? Remember the old saying "Can you teach an old dog new tricks?" Do you believe all kids can learn? Do you believe we are born with our intelligence or do you believe we can develop our intelligence? Would you believe that Carol S. Dweck, Ph.D.'s work shows us that students who learn . . .
Be Sure to Consult the UDL Framework
UDL Principle - Provide Multiple Means of Representation
Guideline 3 - Provide Options for Comprehension
Have you ever stumbled across a fluent reader that has almost no comprehension? The high fluency reader isn't usually the one we think of as lacking comprehension. We have to be careful because they can slip through . . .
We're Interested in UDL/We Want to Move it Forward, Now What?
WHO ARE YOU GOING TO CALL?
What are you doing to meet student variability in your district, building or classroom? Have you thought about Universal Design for Learning (UDL) as your instructional framework? This blog post is for you, whether you are just thinking about UDL, or you have been practicing UDL for years.
A great . . .
What You Have Always Wanted To Know
Have you ever been part of something that makes you feel like a family member? According to participants, the #UDLchat does just that. When five educational leaders joined together they created a vision, and from the vision the #UDLchat was born. The following are the five . . .
What Works Best
COLLABORATE ACROSS THE U.S., JOIN TODAY
Why Join An Inclusive Book Study?
Why would anyone want to take the time to participate in a book study? There are a lot of reasons for participating in a collaborative, thoughtfully creative,and intense book study.
So how do we know all this? We partnered with another agency . . .
A Personal Learning Network
Sometimes it's important to take a few minutes and reflect on our own learning. Maybe we need to ask ourselves certain questions:
Are we keeping up on the research? Do our kids appear to be engaged? Do we look forward to work everyday? Are all of our students making progress academically? Do . . .