European Parliament Library

Seen, heard, and valued, universal design for learning and beyond, Lee Ann Jung

Label
Seen, heard, and valued, universal design for learning and beyond, Lee Ann Jung
Language
eng
Bibliography note
Includes bibliographical references and index
Illustrations
illustrations
Index
index present
Literary Form
non fiction
Main title
Seen, heard, and valued
Nature of contents
bibliographydictionaries
Oclc number
1410833724
Responsibility statement
Lee Ann Jung
Series statement
Gale eBooks
Sub title
universal design for learning and beyond
Summary
To reach all, we must reach each  Diversity in our classrooms is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That's where Universal Design for Learning (UDL) comes in. UDL ensures all students succeed by enabling educators to remove barriers to learning. The tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through Practical advice for creating safe, affirming learning environments that encourage belonging Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression Tables for planning and reflection Graphics illustrating multiple means of expression
Table Of Contents
Cover -- Half Title Page -- Dedication Page -- Title Page -- Copyright Page -- Contents Page -- Foreword Page -- About the Author Page -- Acknowledgments Page -- Introduction -- Why Do We Succeed? -- Chapter One. Planning for Variability -- Everything is a Spectrum -- Support Driven by Dichotomies and Labels -- Two Cornerstone Research Findings -- Don't Use Labels as Passports to Support -- Use a Multi-Tiered System of Support -- Universal Design for Learning -- Is UDL Differentiation? -- Summary -- Chapter Two. Emotionally Safe Environments -- The Feeling of Exclusion -- Being Intentionally Inviting -- Relationships That Value Diversity -- Stereotype Threat -- Valuing Diversity in Ability -- Supporting Variation in Gender and Sexual Orientation -- Valuing People and Perspectives of Varied Racial Backgrounds -- Intentionally Teach Inclusion and Equity -- Protect Each Student's Voice -- Teach Self-Regulation -- Managing Stress -- Summary -- Chapter Three. Options for Expression -- Making Choices About Priorities -- Skills and Understandings Versus Tasks -- Measuring What We Intend to Measure -- Confounding Variables -- Choosing Options for Expression -- Does Choice Stifle Growth? -- Summary -- Chapter Four. Engaging Classrooms -- Why Engagement Matters -- Removing Barriers to Engagement -- The "Hook": Securing Interest -- Balancing Novelty With Routine -- Provide Relevance -- The "Grip": Maintaining Engagement -- Give Clarity in Outcomes -- Give Choice -- Hear Each Student's Voice -- Summary -- Chapter Five. Developing Expert Learners -- No Learner Is Average -- Multiple Modes for Accessibility -- Verbal Accessibility -- Other Sound Accessibility -- Text Accessibility -- Other Visual Accessibility -- Language Accessibility -- Learning to Learn -- Metacognitive Strategies -- Visual Organization Tools -- Strategies to Enhance Memory and RetrievalMnemonics -- Peer-Assisted Learning -- Supplying Prerequisite Knowledge -- Summarize and Outline -- Scaffolding -- Understanding Nonverbal Communication -- Planning for More Significant Learning or Language Needs -- Layered and Parallel Success Criteria -- Layered Success Criteria -- Parallel Success Criteria -- Summary -- Chapter Six. Flexible Support and Intervention -- Multi-Tiered System of Support -- Intervention Defined -- What Is Not an Intervention -- What Is an Intervention? -- Who Gets Intervention or Support? -- Where Do Students Receive Intervention or Support? -- The Spaces in the Building -- How Do We Decide When to Provide Additional Support? -- The Schedule Quandary -- Coordinated Small-Group Learning -- Summary -- Chapter Seven. Mastery Assessment and Grading -- A GPS for Learning -- Destination: Where Am I Going? -- Turn-by-Turn Directions: How Do I Get There? -- Location: Where Am I Now? -- Grading as a Barrier -- Averaging Grades -- Percentage Grades -- Zeros -- Combining Compliance Grades With Learning Grades -- Assessment for Learning -- Scales of progress -- Assessment of Learning -- Summary -- Chapter Eight. Looking Forward -- Do -- Can -- Know -- Believe -- Identify -- Lead -- Summary -- References -- Index -- AD Page
Classification
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