Top Tips!

Applying UDL principles to early childhood education can help create inclusive and effective learning environments for young children. Here are five top tips for integrating UDL into early childhood education. What might we need to consider as we begin this journey?

Co-teaching is a collaborative teaching approach where educators work together to design, deliver and evaluate instruction for students. It often occurs in inclusive classrooms, where students with diverse learning needs are educated alongside their peers without disabilities. What might we need to consider as we begin our co-teaching and/or co-design journey?

Foundational reading skills encompass the knowledge and abilities necessary to support successful reading. These skills must be taught explicitly and systematically as the process of reading does not naturally develop as language does. How might universally designing foundational reading skills instruction increase access for all learners?

Flexible means in mathematics is central to providing students greater access to the instructional goals of mathematics. Engaging students with multiple options for representation increases their comprehension of mathematics and their ability to articulate their learning using mathematics language and symbols. What Top Tip! do you anticipate examining?

The term "multilingual learners" refers to students who are in the process of developing proficiency in English while also maintaining or developing proficiency in their native language. The goal is for multilingual learners to achieve high levels of proficiency in English, master grade-level standards, and have the opportunity to develop proficiency in multiple languages. How might we design learning environments that support asset-based and inclusive learning environments?

When designing learning experiences, a designer can anticipate some predictable options that will minimize barriers in the materials, methods, assessment and environment that will support all learners towards the goals. How might we make our materials, methods, assessment and materials more accessible for all learners?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five core competencies that define Social and Emotional Learning (SEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. One of the goals of Universal Design for Learning is to support expert learning which is deeply rooted in individual and collective reflection. How can educators design learning environments that foster individual and collective reflection?

Writing expresses who we are as people, fosters our ability to refine and explain ideas, and communicates our learning or thinking. The physical act of writing may be a barrier in and of itself for learners across all disciplines. How can we utilize assistive technology and other classroom resources throughout the school year to provide access to the act of writing?

Meaning making in any discipline is the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research. Meaning making is not confined to literal comprehension. Inference making and critical reading require substantial and explicit attention in every discipline. — (California English Language Arts & English Language Development Framework, 2015). What are some qualitative dimensions of complex literary (L) and informational texts (I) that promote meaning making beyond literal comprehension?

Developing literacy across disciplines sets a foundation for learners to access content in a range of subject areas and strengthen literacy skills through application across disciplines. How might we support students to apply literacy skills across content areas?

Learners vary along the continuum of reflection, but educators can support learner self-reflection by exploring the depth of their thinking  through levels of questioning based on Bloom’s revised taxonomy (Huang, 2017). How might varying the depth of questions educators and learners use during self-reflection lead to deeper and more meaningful learning experiences? 

Expert Learners are purposeful and motivated, resourceful and knowledgeable, strategic and goal-oriented.  When designing inclusive learning experiences, how might we intentionally offer support, guidance and practice aimed at growing expert learners? 

Options are designed in response to anticipated barriers to learning. They should be carefully considered in lesson design to support access to learning and content. How might providing options support both student and teacher agency?

Barriers are places where learners may get stuck in a lesson. Identifying barriers is essential to designing and facilitating equitable learning environments. When designing inclusive learning experiences, what might we consider to anticipate barriers to learning?

With a clear, explicit learning goal, learners are empowered to choose their best pathway to achieve that goal.  How might the intentional design of learning goals reduce barriers to learning and lead to a more inclusive learning environment? 

What is mindset?

• A short-cut for thinking

• A frame for attention, interpreting, speaking and acting in the world

• A changeable way of looking at the world

Why is mindset important? 

A shift in mindset is essential to designing inclusive and equitable learning environments.

Assessment reveals where learners are and how they learn best.  Assessment informs next steps in designing learning experiences to support all learners. Use these tips to ensure that your assessments are flexible, engaging, and aligned to the intended learning goals.