Posted on April 14th, 2008 by gmeo
Expert learners are:
1. Strategic, goal-directed learners. They formulate plans for learning, devise effective strategies and tactics to optimize learning; they organize resources and tools to facilitate learning; they monitor their progress toward mastery; they recognize their own strengths and weaknesses as learners; and they abandon plans and strategies that are ineffective.
2. Resourceful, knowledgeable learners. [...]
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Posted on April 14th, 2008 by gmeo
To be effective in diverse classrooms, curricula must present information in ways that are perceptible to all students. It is impossible to learn information that is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance. To reduce barriers to learning, therefore, it is important to ensure [...]
Filed under: Principle I | No Comments »
Posted on April 14th, 2008 by gmeo
Students differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information better through visual or auditory [...]
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Posted on April 14th, 2008 by gmeo
The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific “Checkpoints” for options are highlighted, followed by examples of practical suggestions.
Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate. The UDL [...]
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Posted on April 14th, 2008 by gmeo
UDL is based upon the most widely replicated finding in educational research: students are highly variable in their response to instruction. In virtually every report of research on instruction or intervention, individual differences are not only evident in the results, they are prominent. Rather than treat these individual differences as irrelevant (or even annoying) sources [...]
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