This site http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf
discussed the importance of the guided
notes style of teaching versus the passive note taking style. Students can be
engaged by listening and writing the notes as the lecture takes place. This is
especially helpful for students who struggle with note taking. This falls under
the UDL category of providing options for physical action.
On the website www.cast.org/teachingeverystudent/ I found loads of information that was helpful
for educators and parents. As you browse
the site you are able to locate videos, books and suggestions for implementing
the UDL framework into your classroom.
One particular link that seemed like it would be helpful for the
exchange of information
between educators is http://udlexchange.cast.org.
The site www.washingtonedu/doit/Brochures/PDF/equal_access_udi.pdf discusses the similarities and differences
between UDI and UDL. Although closely related, the differences lie in
the modification of the curriculum
(UDI) versus the construction
of the curriculum. Both frameworks set out to properly educate the student with
his/her specific learning needs or preferences.
The Curriculum
Barrier Tutorial website was helpful to me and is quite “teacher friendly” http://www.cast.org/teachingeverystudent/tools/classprofiletutorial.cfm. This site allows an individual to create a
student situation and then provide accommodations to assist him. The format allows educators to think through
the process in order to affectively help his/her own students.
One resource http://www.udlcenter.org/implementation/examples/examples
that provides not only the UDL and each of it checkpoints but examples and
sites that are related to each. As a teacher you can click on the checkpoint
and then browse through the site that would be most helpful for you. Below is
one site that corresponds to checkpoint 6.4 Monitoring progress.
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