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Got a Minute? Barriers to Engagement

Providing multiple ways for learners to engage with instruction and content fosters inclusive learning environments. This module will support educators with recognizing barriers to engagement and provide tools to minimize barriers and increase engagement. 

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Participants will Identify potential barriers to student engagement, then consider and design engagement strategies to support student learning.

To access the interactive learning module, click on the Interactive link above or select this link: Got a Minute? Barriers to Engagement Module.

Authors/Creators
CA Coalition for Inclusive Literacy

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Professional Development

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Interactive module

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Posted date:

November 2, 2021

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Bringing Context to the Classroom: Cross-Disciplinary Learning and UDL

Cross-Disciplinary Learning and UDL

This breakout session creates a single cross-disciplinary lesson with a focus on inclusion with the goal of creating a vibrant, engaging lesson that encourages students to see school learning and real-world learning as one in the same.

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This breakout session creates a single cross-disciplinary lesson with a focus on inclusion. The lesson is designed to integrate all the traditional disciplines (math, English, history, science, art, etc…) by grounding learning in a real-world context. We begin with a discussion of what cross-disciplinary learning looks like in the elementary classroom. Next, brainstorm ideas for the lesson and begin designing it, with careful consideration of the UDL guidelines. By the end of the session, we have a vibrant, engaging lesson that encourages students to see school learning and real-world learning as one in the same. 

Session Video Recording
Slide Deck
Interactive Notes Document

Authors/Creators
Chelsea Miro

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Document
Slides
Video

Accessibility
WCAG v2.0 AA

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Posted date:

November 30, 2020

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UDL (Part 3): Engagement Strategies

This video offers strategies for engagement, one of the three UDL principles promoted by CAST.

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Universal Design for Learning, or UDL, is a set of learning design principles that increase access and reduce barriers for all types of learners. This video offers strategies for engagement, one of the three UDL principles promoted by CAST. Engagement considers how students are motivated to learn the content by connecting course concepts to their academic, professional and personal lives.

Organization/Publishers:

Center for Excellence in Teaching and Learning at OU

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Professional Development

Resource File Type
Video

Accessibility
WCAG v2.0 A

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Posted date:

October 1, 2020

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UDL Boot Camp Online

14 lessons, dozens of videos, interactive scenarios, and loads of interaction - that's what waits inside this professional learning experience.

Average: 3.9 (11 votes)

About

Based on the Los Angeles County Office of Education's 2-day in-person workshop, this course will support participants to learn everything they need to begin their UDL journey. The course contains content in a variety of formats, review exercises to reinforce learning, and quizzes to ensure you have the foundational knowledge to move through the sections. 

This course has been created with assistance from members of the CA UDL Coalition, including the Santa Clara County Office of Education and the Supporting Inclusive Practices program. The videos derived from the live UDL Boot Camp were funded by the California Department of Education, Special Education Division. Finally, this course has benefited from insights and feedback from the wonderful people at CAST.

Authors/Creators
Los Angeles County Office of Education
James McKenna, Ed.D.
Thomas Amiya
Jonas Nagy

Organization/Publishers:

Los Angeles County Office of Education

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Professional Development

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Posted date:

October 18, 2021

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Alphabet chart entitled A to Z of Coping Skills - A - ask for help, B - Breath deeply and slowly, C - Count forwards or backwards, D - Drink some cold water, E - Exercise, run, jump, skip, kick a ball or walk fast, F - Find a safe place, G - Go to your happy place, H - Hug a friend or family member, I - Ignore people who are annoying you, J - Jokes to help you laugh, K - Kind hands. Keep them to yourself, L - Listen to calming music, M- Meditate, N- Name, O - Observe, P - Paint

Self Regulation Webinar in Remote Learning

This is a webinar on supporting learner self regulation in a remote learning context.

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This webinar is designed to support teachers as they think about transitioning to supporting learners in a remote learning context. Specifically, it is focused on supporting self-regulation.

Webinar Slides

Authors/Creators
CAST

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Professional Development

Resource File Type
Slides
Video

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Posted date:

April 2, 2020

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Engage the Brain: design to support emotions for learning

This book discusses some of the brain science of emotions and how emotions are critical for learning. There are strategies, including Universal Design for Learning and the Mood Meter, that support emotional design for learning.

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Research on the brain has shown that emotion plays a key role in learning, but how can educators apply that research in their day-to-day interactions with students? What are some teaching strategies that take advantage of what we know about the brain?

Engage the Brain answers these questions with easy-to-understand explanations of the brain's emotion networks and how they affect learning, paired with specific suggestions for classroom strategies that can make a real difference in how and what students learn. 

You can read some of this book for free from the publisher, ASCD. 

Authors/Creators
Allison Posey

Organization/Publishers:

ASCD

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Posted date:

March 10, 2020

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Implementing UDL on Canvas

Quality course design is instrumental toward supporting student success. This online course is intended to provide a conceptual and theoretical framework and robust concrete practical strategies to guide faculty and instructional designers in building course material on Canvas according to the best practices of Universal Design for Learning.

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We recognize that quality course design is instrumental toward supporting student success. When an online learning environment is well designed, everyone achieves more, learns more, and is more equitably represented.

We recognize that many faculty do not necessarily know how to carry out accessible design. This course is intended to provide conceptual and theoretical framework and robust concrete practical strategies to guide faculty and instructional designers in building course material on Canvas according to the best practices of Universal Design for Learning to improve the accessibility and quality of learning experience for everyone.

Authors/Creators
Eric J. Moore

Organization/Publishers:

Innospire.org

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Teaching Resource
Implementation
Professional Development

Resource File Type
Course

Accessibility
WCAG v2.0 AA

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Posted date:

November 8, 2019

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Students explain their final course project creation using Flipgrid, photos taken from Flipgrid responses.

Verbal Expression Through A Video Discussion

This resource introduces Flipgrid, an online video social platform that provides multiple options for engagement, representation, and action and expression with course learning.

Average: 5 (1 vote)

About

Although student centered learning and use of Universal Design for Learning (UDL) has taken hold in many pre K-12 districts and classrooms across the country, its assimilation into higher education has been slower. Lecture still seems to dominate most face-to-face courses. Conversely, today’s undergraduate learners are typically digital natives; that is, they have grown up and are comfortable with technology. How can post-secondary educators reduce lecture, increase learner engagement, and take a significant step toward incorporating technology and putting UDL principles into practice? This resource introduces Flipgrid, an online video social platform that provides multiple options for engagement, representation, and action and expression with course learning.

Authors/Creators
Barbara Flanagan

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Implementation

Accessibility
WCAG v2.0 A

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Posted date:

May 5, 2019

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Social Emotion Engagement Knowledge and Skills

Research in social neuroscience fosters our understanding of the development of social and emotional competence in the classroom.

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Research in social neuroscience fosters our understanding of the development of social and emotional competence in the classroom. This translates into essential instructional elements for students with autism while creating a Universal Design for Learning (UDL) for all students. The outcomes of the Social Emotional Engagement Knowledge and Skills (SEE-KS) focus on ensuring that learning strategies are implemented by fostering student engagement, presenting information in multiple ways, promoting student participation and ensuring equitable access for students at various developmental stages.

Authors/Creators
Jen Townsend, Emily Rubin

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Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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Posted date:

January 15, 2019

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Students interacting and learning from one another.

Course Design for Student Success in Higher Education

This document summarizes the "Course Design for Student Success in Higher Education" session content that was offered at UDL-IRN Summit 2018.

Average: 4 (2 votes)

About

Academic Resources at Chattanooga State Community College, in the past few years, has adopted Universal Design for Learning (UDL) principles into their course design process for developing successful and engaging online courses. In their research on accessibility and UDL, they have collaborated campuswide as well as with other colleges and universities across their state.

This paper summarizes the Course Design for Student Success in Higher Education session that  wasoffered at UDL-IRN 2018. It will provide Learning Management System (LMS) tools, software, and pedagogy currently used in their course design process that promotes UDL and how their process is tied to the UDL principles. They will also provide recent course examples. This will include recent examples of STEM, Nursing, General Education, and Tennessee Center of Advanced Technology courses. In addition, it will provide resources solutions to common problems that occur during course design/re-design, including common LMS tips and tricks.

Authors/Creators
Toney Phifer, Adrian Ricketts

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Accessibility
WCAG v2.0 A

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Posted date:

March 23, 2021

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