1. As we have experienced, UDL is a lot to take in. There is a lot of information out there but this website sums it up for you. It is great if you need to quickly glance over the different parts of UDL. It includes the definition of UDL, a list of who benefits from it, the principles, common teaching methods, implementation and essential qualities. The implementation area has some interesting things that you could forget to alter in your lesson plan. They also give examples in the qualities section to help you understand the three methods in UDL. Here is the website. http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf
2. Here is a website that is directed towards the high school teachers or professors. Do you realize that your students are not grasping what you lecture about in class. It may not be their fault. As we have seen, not all students learn the same way. This is the same for adults.
http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf
http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf
3. Here is another teacher friendly website! http://udlwheel.mdonlinegrants.org/
I love this wheel that I found through this website ( http://www.udlcenter.org/implementation ). It shows a lot of guidelines and checkpoints that could help you with reducing barriers and evaluate your current curriculum.
4. http://www.CAST.org
I am going to give you this site again. It is probably the best site to learn about UDL. Go to it and evolve your teaching skills!
5. http://www.cast.org/teachingeverystudent/tools/classprofiletutorial.cfm
This website allows you to create a class learning profile considering each student in light of the three brain networks, noting strengths, needs, and interests.
Have fun exploring!
The link I liked the most was the guided notes link. At first I thought that suggesting Professors post their guided notes prior to the lecture was a very bad idea. As the fact sheet pointed out, many would think that it would lead to lowered class attendance. That is until it was suggested that the guided notes be incomplete. That way students would only have part of the information and would have to attend the lecture to get the entire thing.
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