Students work together on a project with the title text overlapping: Journey to UDL: Reframing Lesson Design Using the UDL Framework

Journey to UDL: Reframing Lesson Design Using the UDL Framework

Analyzing lessons and recognizing barriers, the need for UDL was critical to optimize learning for all students, especially in the mist of the pandemic. Utilizing the UDL framework, lessons were redesigned and became the skeletal frame to guide the learning in the lessons. 

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The CAPMSE design team worked collaboratively to build a K-8 math and science lesson repository. The design team vetted lessons based on the Universal Design for Learning framework. The intention of the repository was to have ready-to-use k-8 math and science lessons that were accessible in a distance learning environment, a digital environment, and/or an in-person classroom setting. 

Analyzing lessons and recognizing barriers, the need for UDL was critical to optimize learning for all students, especially in the mist of the pandemic. Utilizing the UDL framework, lessons were redesigned and became the skeletal frame to guide the learning in the lessons. 

Session Video Recording
Slide Deck
California Partnership for Math and Science Education Framework
Infographic
CAMPSE Math and Science Repository

Authors/Creators
Kelly Wylie
Shay Fairchild
Kirsten Sarginger
Niki Reina-Guerra

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Implementation

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Document
Video

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Posted date:

January 31, 2022

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Graphic shows text "Why Should I Care? Co-Designing Engaging Classroom Science Assessments With Students"

Why Should I Care? Co-Designing Engaging Classroom Science Assessments With Students

Audience members will learn about a co-design method developed as part of a four-year, U.S. Department of Education-funded research study that employs Universal Design for Learning (UDL) to create engaging, equitable, and inclusive classroom science assessments that can support instructional decision-making.

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Audience members will learn about a co-design method developed as part of a four-year, U.S. Department of Education-funded research study that employs Universal Design for Learning (UDL) to create engaging, equitable, and inclusive classroom science assessments that can support instructional decision-making. These assessments are designed to evaluate students at deeper levels of knowledge and skill than traditional assessments. With assistance from the presenters, audience members will try out the co-design process.

Session Video Recording
Interactive Notes Document

Authors/Creators
Robert P. Dolan
Kim Ducharme
Allison Posey
Samantha Gilbert

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Posted date:

January 20, 2022

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Image of computer showing Texthelp Supports. Text reads: prediction for math, chemistry, and formula.

UDL Supports for Math and Science

Martin McKay discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways.

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Over the past number of years, UDL supports and scaffolding for literacy have become increasingly available, however math instruction has remained primarily and stubbornly a paper-based practice.  

On average, over 60% of 4th and 8th graders are not proficient in Math, and estimated remedial math enrollment continues to rise each year. The COVID-19 pandemic has meant that math teachers all over the world have been thrust into remote instruction using digital tools.

So how can the UDL framework help us to guide our students?

During this session Martin discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways. The expression of accessible math & science by predictive typing, speaking, writing and even OCR of and handwritten math is now a reality.

Session Video Recording
Slide Deck
Interactive Notes Document

Authors/Creators
Martin McKay

Resource File Type
Document
Slides
Video

Accessibility
WCAG v2.0 AA

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Posted date:

April 9, 2021

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Image of computer showing Texthelp Supports. Text reads: prediction for math, chemistry, and formula.

UDL Supports for Math and Science

Martin McKay discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways.

No votes yet

About

Over the past number of years, UDL supports and scaffolding for literacy have become increasingly available, however math instruction has remained primarily and stubbornly a paper-based practice.  

On average, over 60% of 4th and 8th graders are not proficient in Math, and estimated remedial math enrollment continues to rise each year. The COVID-19 pandemic has meant that math teachers all over the world have been thrust into remote instruction using digital tools.

So how can the UDL framework help us to guide our students?

During this session Martin discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways. The expression of accessible math & science by predictive typing, speaking, writing and even OCR of and handwritten math is now a reality.

Session Video Recording
Slide Deck
Interactive Notes Document

Authors/Creators
Martin McKay

Resource File Type
Document
Slides
Video

Accessibility
WCAG v2.0 AA

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Posted date:

April 9, 2021

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closeup on person looking into the eyepiece of a microscope

Universal Design in Science Learning

Designing science teaching and learning opportunities that are standards-based and inherently flexible, accessible, and usable.

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Creating accessible science lessons leads to success for all learners. This article uses specific examples of universal design for learning applied to a variety of science-based lessons and includes digital tools for laboratory, inquiry and field work. 

Authors/Creators
Cynthia Curry
Libby Cohen
Nancy Lightbody

Organization/Publishers:

NSTA

Resource Quick Find
Teaching Resource

Accessibility
WCAG v2.0 A

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Posted date:

August 25, 2022

Document Title:

Universal Design in Science Learning

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