Within the UDL Principle of Engagement, educators should provide options for Self-regulation to motivate learners. One option to do this is to develop self-assessment and reflection activities. In order to develop better capacity for self-regulation, learners should learn to monitor their emotions and reactivity carefully and accurately. This tool identifies different self-assessment techniques and scaffold for educators to present to learners.

This qualitative study examines experience-based UDL applications through autobiographical memory narratives among teacher candidates and educational practitioners in special education programs. This presentation highlights benefits and challenges to the UDL reflective cycle through the autobiographical memory narratives. The findings include (1) self-awareness of making meaningful changes in teaching practices, and (2) interactions with their learning experience through a UDL framework while taking the role of a teacher and learner. Participants are encouraged to engage in our interactive discussions on the development, measurements, and analysis of the UDL reflective cycle and the autobiographical memory narrative research framework along with research findings.

Session Video Recording
Wakelet

As educators become familiar with UDL, they frequently begin by asking "How do I do this?" They need an adaptable process, one that allows them to reflect on their own practice. This resource focuses on integrating the UDL principles into best practice by illustrating UDL lesson planning as an adjustable step-by-step process for teaching all learners. The UDL lesson planning process engages educators in six steps: (1) defining clear, S.M.A.R.T. learning goals based on standards, (2) considering the classroom impact of learner variability, (3) determining appropriate, meaningful assessments, (4) infuse UDL into traditional teaching methods and select materials and media that add value, (5) teach and assess, and (6) refine learning through self-reflection. Applicable to all levels, lesson reflection questions and application exercises immediately put UDL into practice.

A PLC dedicated to UDL is an effective way to support the first year of UDL implementation across schools or departments.  The first year of implementation is a critical time to explore the UDL principles and guidelines at a deeper level through ongoing discourse.  This series of modules developed and used successfully by the HIAT Team of Montgomery County Public Schools (MCPS), provides a structure for the development of a UDL-PLC.  It assumes that foundational professional learning on the UDL framework has already occurred.  

This Teaching Channel video illustrates a teacher providing multiple means of engagement by providing students the opportunity reflect on their performance and self-assess their skill level. She uses this formative assessment system to help students reflect on themselves as learners and to foster classroom collaboration and community.