Describe the origins of the term average as it as been applied to organizing and describing people.
Compare and contrast Industrialist and Humanist perspectives on education
Identify the negative implications of designing learning environments to fit an average student.
Explain the concept of learner variability
Identify the three networks and their relationship to learning
Describe how the networks interact with each other during learning.
Analyze the four key components of learning.
Identify examples of Universal Design in the physical environment
Describe how UDL requires us to "change our aim" as educators.
Describe the foundational conditions of what UDL is and is not
Differentiate between UDL and "Just good teaching"
Identify the origins of barriers to learning
Compare and contrast UDL and Differentiated Instruction
Describe the inclusion of both UDL and DI in a multi-tiered system of support (MTSS)
Generate aspects of variability and the likely functions of learning that those aspects will affect.
Explain the horizontal and vertical organization of the UDL Guidelines
Apply the UDL Guidelines to identify potential barriers and solutions based on learner variability
Describe the concept of expert learning
Differentiate between expert learners and A students
Identify the characteristics of expert learners
Apply strategies to promote expert learning
Describe the role of empathy in design
Apply a "Yes, if..." approach to problem-solving
Explain the role of psychological safety in the development of new skills
Describe the importance of gaining learner attention and generate strategies to recruit interest
Explain the role of beliefs in driving effort and persistence
Describe the cycle of self-regulation and generate strategies to support student ownership
Describe the path of learning as depicted in the Information Processing Model
Analyze learning activities for sources of cognitive load
Generate strategies to support perception, processing, retention, and transfer
Describe the importance of physical interaction with tools and communication
Generate strategies for supporting executive functions
Analyze a goal and identify opportunities to provide scaffolds and choice
Generate goals that are aligned to standards and are separate from the method of assessment
Analyze goals and standards for opportunities to provide choices and scaffolds
Describe the steps in the UDL design process
Design a lesson that incorporates multiple means of engagement, representation, and action and expression.
Reflect on lesson delivery in order to improve practice
Apply the Plus One Approach to an existing lesson in order to address the most significant barrier to learning.
Set goals and monitor progress using a variety of rubrics
Locate resources to further your practice and join the international UDL community