This 1:42 recording is a brief introduction to the UDL in 15 Minutes podcast series. It explains how UDL influences the design of this podcast and accompanying products and reminds listeners to have their UDL Guidelines on hand while listening to the podcast.
UDL in 15 Minutes – The Podcast
Loui talks with Kim Babeu of Toltecalli High School in Tucson, AZ about her use of UDL to provide her learners more choice in preparing for, taking, and grading their anatomy assessments. Kim has taught for 38 years and was the 2005 Arizona Teacher of the Year, but has watched her students become more engaged since embedding more choice.
Shelbi Fortner from Frankfort High School in Frankfort, Indiana talks about the downside of humidity, her revelation about Universal Design for Learning, and how she used the UDL framework to redesign her honors biology assessment.
Jessie Sherman is a 2nd grade teacher at City Neighbors Charter School in Baltimore, MD. Project based learning and arts integration are integral to the school's design. Through the use of the UDL framework, Jessie was able to make a project about reptiles even more accessible to her learners.
Laura Taylor has been teaching Kindergarten for 26 years in the Groten-Dunstable Regional School District in Massachusetts. When she first learned about UDL, she was skeptical that it was anything different than good teaching. Once she dug in, though, she realized she could reach her students in ways she never had before.
Rachel Barillari, an 8th grade humanities teacher from Baltimore, Maryland, shares how UDL shaped her poetry unit, how she was able to engage 100% of her wonderfully diverse class, and how every student authored, visually represented, and performed their own poetry.
Liz Hartmann, a former K-12 teacher specializing in Deaf-blindness and intellectual disabilities, now teaches about UDL at Lasell College and the Harvard Graduate School of Education. Hear how her graduate students learned how to take more risks in their own learning as they applied the UDL framework and investigated their own journeys toward becoming expert learners.
This one-minute announcement shares where you can find a discussion guide for past and future UDL in 15 Minutes episodes. We will return to the regular format on Wednesday, January 16, 2019. Happy New Year!
Dakota Hudelson, a 7th grade writing and literacy lab teacher at Northside Middle School in Columbus, Indiana, shared several stories of how UDL has impacted his teaching and how he sees UDL as a framework that upholds social justice by establishing a way to equalize the classroom so all students can learn.
Ben Kelly, a grade 6-12 STEM teacher at Caledonia Regional High School in the Anglophone East School District, New Brunswick, Canada shares what he and his team of teacher-researchers learned about UDL when they conducted an action research study which included Minecraft as a learning tool.
Jana Nicol, a 3rd grade teacher at Island View School in St. John, New Brunswick Canada and the website author of www.theudlproject.com shares how she began her UDL journey with the design of her environment and how she supports her students to understand the goals of the day.
Monica Watson-Bedard, a Grade 7 teacher at Millidgeville North School in New Brunswick, Canada, shares her lessons after conducting action research to discover how choice affects student engagement in assessments. Her take-aways have a surprise tucked into them!
Dan’s 26 years as an elementary school teacher have taught him a lot, but one of his biggest lessons was when he learned to ask, “Why not?” Hear how combining that lesson with UDL has led him to create an incredibly flexible, open, and non-threatening math classroom.
Kim Babeu introduces us to a system she uses called SPORT which encompasses both behavior and academic supports. It has lowered barriers for her anatomy and physics students so successfully at Toltecalli High School, in Tucson, AZ that their grades have gone way up. During our conversation, Kim and I explore how the system overlaps with UDL. The associated blog dives into the intentional use of the UDL framework.
Hear how Adria Gold, an English Language Arts teacher from Prettyboy Elementary in Baltimore, Maryland responds to her variable learners through chunking her materials. In addition, she shares how she breaks down her expectations so all of her learners know where to start and how to participate in the lesson.
Melissa discovered UDL as a 7th grade English teacher but recently transitioned to become a district resource teacher who helps other teachers learn about and implement UDL. Hear how she started weaving UDL into her classroom using small steps and how she uses that same model as she brings UDL to others. She also shares a UDL tool she redesigned to fit the needs of her adult learners.
This special edition of UDL in 15 Minutes was recorded in front of a live studio audience at the UDL-IRN Summit on March 28, 2019. Camille is a Learning Coach at Sunflower Elementary School in Lawrence, Kansas and during this episode, she shares how she and the fourth grade teachers devised a system to help their learners show what they know in English Language Arts through their use of the UDL principle of Action and Expression. Students gained new levels of ownership, participation, and expression by brainstorming, planning, designing, and creating their creations to demonstrate their knowledge of main idea and detail.
Karlene Warns, a 27-year teaching veteran, shares how she’s helped her kindergartners gain the self-regulation skills necessary to support their executive functioning capabilities. During the podcast, we address that push and pull felt by so many teachers – when to spend time on skills that feel more like behavior and when to dive into academics. Karlene shares what’s been successful for her.
Hear how Justin Freedman, an assistant professor at Rowan University, provides his pre-service teachers with a 365-degree relationship with UDL. Not only do they learn about it and observe other lessons and learning environments implementing UDL, they experience a learning environment designed by Justin using UDL. Justin also shares how and why he become a professor and his research accommodations at the college level.
Special educator Rebecca Chappell shares how she and her English Language Arts colleague used Universal Design for Learning to design how they would integrate Quizlet and other methods and materials to ensure all of their learners improved their understanding and application of some challenging vocabulary terms.
It’s July which means summer holiday in most of North America. And even though UDL in 15 Minutes is taking a production break, I’ve made a table of past episodes to make it easy for listeners to find the episode they want to hear for their first time or second, third, or fourth. Happy listening!
Special educator Rebecca Chappell shares how she designed choice into the AIMSweb assessment through UDL. By providing her learners choice, they are more engaged with their writing and by clarifying the goal, they are finding their own motivation.
Karen Keener and Jordan Landis co-teach 8th grade language arts classes together at Crestview Middle School in Ohio. Here, they share how their respect for one another, their use of the UDL framework, their expectations for their students, and their mindset around the ownership of all learners have set them up to produce engaging lessons where all learners gain the skills of expert learners.
Carrie Preston shares a unit she designed for her 12th grade seniors that kept them engaged at the end of the year and how amazed she was with the products they produced, all because she designed the unit using the UDL framework…and got out of their way.
This episode brings together all past episodes’ blog posts into a table. You can choose the blogs you’d like to read based on the linked descriptions provided.
Kate Stanley, a multi-age 3rd and 4th grade teacher from Madison, New Hampshire has been in the classroom for 21 years and firmly believes all learners can and should have more agency in their learning and UDL helps her provide more of it. She shares how she gets her learners started at the beginning of the year as well as the initial steps she took.
Tracy Pendred and Kimberly Spears of City Neighbors Charter School, a public school in Baltimore, MD, share how their formal mentor/mentee relationship grew into a friendship and how that relationship supports their implementation of UDL.
Beth Fornauf and her colleagues at the University of New Hampshire not only teach their graduate students about the UDL framework and ask them to use it to design their rural K-12 learning environments and lessons, they use the framework to improve their Teacher Residency for Rural Education Program through a barrier analysis.
Not every educator works on a staff or even with a team who is focused on Universal Design for Learning (UDL). Shannon’s school is very committed to the academic and social-emotional growth of their students. This helps establish an environment where Shannon’s ideas, which are driven by UDL, to flourish. She and her co-teacher focus on knowing the goal and lowering every barrier possible for their 5th graders.