Teaching and Learning
To ensure all students become expert learners, educators proactively and intentionally design learning experiences and curricula that anticipate individual variability and reduce barriers. Goals, assessments, methods, materials, and environments are designed to consider all aspects of variability, including cultural, social, emotional, cognitive, perceptual, physical, and sensory.
Educators use the UDL Guidelines to:
design lesson goals, assessments, methods, materials and environments that flow from an intentional, iterative design process; anticipate learner variability; and identify and reduce potential barriers; and
reflect on lesson outcomes and redesign lesson goals, assessments, methods, materials, and environments in response to data.
To ensure all learning experiences are goal-driven and support expert learning for all. Clear goals reflect the purpose behind the learning experiences, which in turn helps guide the design of teaching plans and practices that engage learners. They allow educators to align curricular assessments, methods, and materials effectively. Learners are empowered to make meaningful choices that support their strengths and needs, encouraging them to take ownership and agency of their learning. Clear goals set achievable expectations for all and should be separate from the means required to achieve them, when possible.
Learning goals are:
communicated in ways that are accessible, perceivable, and understandable, and can be expressed by learners and families;
separated from the means to achieve them, which allows multiple paths to achievement; and
expressed in ways that highlight their relevance to learners and families.
To ensure curriculum methods and materials are intentionally selected and/or designed to anticipate learner variability and reduce unintended barriers. The materials and methods should be flexible, accessible, and support the learning goals. Methods and materials provide multiple means for learners to access learning, build understanding, encourage internalization, and develop expert learning.
Methods and materials are intentionally selected using the UDL Guidelines that:
are flexible and allow for optional pathways,
support all learners in becoming expert learners,
align to the intended learning goals.
To ensure all learners gain the intended skills, habits, and knowledge from learning experiences. Curriculum formative assessments are intentionally designed to align with and measure the intended goals. They are integrated throughout the learning experience and are designed to anticipate learner variability and reduce barriers to learning. Flexible assessments inform instruction and support the development of expert learners.
Assessments are intentionally designed using the UDL Guidelines to be:
flexible and include optional ways for learners to demonstrate competency;
aligned to intended learning goals;
accessible to all learners; and
used to inform future instruction.
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