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A BLUEPRINT FOR UDL: CONSIDERING THE DESIGN OF IMPLEMENTATION - Coggle…

- - - - First,
      - teachers must intentionally design lessons and environments that support all students. This includes learners who are typically viewed as “in the margins” (Rose & Meyer, 2002)
      - Interestingly, research shows us that there is no average learner; there are no margins (Rose & Meyer, 1999).
      - All learners are variable and learn best in an environment designed with that variability in mind.
    - - Second,
        
        teachers must reflect on why they are choosing particular strategies, resources, or tools as they relate to the UDL framework and the outcomes experienced by the students (Nelson, 2014).
    - - Third,
        the UDL framework encourages teachers to move beyond the style with which they are most comfortable (e.g., lecture) and incorporate additional learning designs (e.g., collaborative grouping) (Nelson, 2014)
  - - - UDL is based on over 1,000 studies from the learning and brain sciences. This research ranges from direct classroom implementation studies to studies investigating the impact certain stimuli have on learning.
      - positive student outcomes linked to lessons and environments designed with UDL (Rappolt-Schlichtmann, Daley, Lim, Lapinski, Robinson, and Johnson, 2013).
- - - - must also guide the lesson and students outcomes
        
        must be understood by the students so they can articulate the outcomes they should reach at the end of that lesson
- - - - Become familiar with the guidelines, choosing one guideline at a time, and begin implementing them within your lessons.
      - Become familiar with the 5-step Instructional Planning Process that makes use of backwards design.
      - Become familiar with the four Critical Elements of UDL and how they present during a lesson.
      - Connect with other teachers who are using UDL to plan lessons and structure the classroom.
      - Become familiar with the three principles of UDL and how they are defined.
      - Perform resource mapping to identify personally owned and school owned resources.
      - Take other action steps that move you toward the aforementioned characteristics.
  - - - Provide training and support for those individuals.
      - Connect those individuals with others in the field focused on UDL implementation.
      - Designate individuals to lead implementation efforts.
      - Establish regular check-ins with designated individuals.
      - Contact known entities or individuals skilled in UDL implementation who are able to consult or support implementation initiatives.
      - Identify instructional resources and technology.
      - Defined strategies that fits the culture of individual schools.
      - Define data collection and desired outcomes
  - - - investigates the programs, initiatives, resources, and processes in place that relate to the UDL framework and the Critical Elements.
    - - investigates the movement schools, districts, or states have taken in their adoption of the UDL framework and the Critical Elements as related to curriculum selection, development, assessment and resource selection, development, and assessment
    - - investigates current attitudes, system capacity, and needs related to those identified with the UDL framework and the Critical Elements which support or create barriers to the implementation of UDL
    - - investigates the monitoring and feedback systems related to instructional design, instructional delivery, and student outcomes.
  - - - Establish resources for supporting the statewide implementation of UDL.
      - Provide networking opportunities for those individuals or individuals they choose.
      - Identify district-level leaders with a desire to implement UDL.
      - Contact known entities or individuals skilled in UDL implementation who are able to consult or support implementation initiatives.