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Access, Engage, and Express, based on Universal Design for Learning (UDL) principles, is the lens for teaching and learning for all learners. Via Kathleen McClaskey 
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Kathleen McClaskey's curator insight,
July 28, 2013 4:39 PM
Universal Design for Learning for Postsecondary Education (UDL) is a new online module developed using UDL principles to teach postsecondary educators the concepts, strategies, and benefits of UDL. The module includes six parts: > Overview > Introduction to UDL > Network-Based Goals provides guidance of how to structure a learning activity... > Methods presents flexible strategies to support student learning. > Materials guides you in the selection of flexible media and materials... > Assessing Students offers considerations for designing assessments...
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"The Six Steps to Personalize Learning is a hybrid workshop that is on-site and online to help teachers move to a Stage One Personalized Learning Environment." Via Kathleen McClaskey
Kathleen McClaskey's curator insight,
March 10, 2013 2:26 PM
The Six Steps to Personalize Learning workshop can be personalized for your school, district, or region. We come to you to guide the process. Several of the ideas and strategies in the steps include:
>> Universal Design for Learning >> Class Learning Snapshot >> Personal Learner Profile >> Class Learning Toolkit >> Redesigned learning environments >> A repository of transformed lessons and projects aligned to CCSS >> Inquiry-based strategies >> Skills to choose the appropriate resources and tools to support teaching and learning.
As facilitators, we coach you in person and online as you apply the steps in your classroom. After the workshop is over, you can continue ongoing discussions in an online Community of Practice (the Personalize Learning Collaboratory) with other educators from around the world.
Contact Personalize Learning at personalizelearn@gmail.com 
María Dolores Díaz Noguera's curator insight,
July 8, 2013 3:05 PM
Seguiremos las etapas en la práctica educativa.
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Are you looking for a tool that you can put in the hands of your studnents tha twill provide them with tools to help them learn? If so, check out The Freedom Stick. A free downloadable package of software that comes to you from Michigan's Integrated Technology Support. For information and links to many other resources check out this post! Via Beth Dichter, Maggie Rouman
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This is an excellent video produced by Maryland Learning Links that provides an overview of Universal Design for Learning (UDL) and explores the ways teachers can use this approach to reach all of their students. Via Kathleen McClaskey, Smaragda Papadopoulou
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A new publication, Curricular Opportunities in the Digital Age, from the Students at the Center was recently released that focuses on creating an "ecology of learning" where new student-centered pathways can benefit ALL students with the use of digital technologies. UDL can be the framework fto make that happen.
"David H. Rose and Jenna W. Gravel consider how advances in teaching technologies enable new curricular designs that offer exciting ways to create classrooms that are student centered.
Given the myriad ways students differ, how can educators determine the essential components of curricula that use new technologies to support student-centered approaches to learning—for all students, not just a few? Universal design for learning is a promising framework for doing that. UDL provides a structure and guidelines for making decisions about instructional designs that meet the challenge of diversity. Many options are built into UDL, based on research and practice from multiple domains within the learning sciences—education, developmental psychology, cognitive science, and cognitive neuroscience." Via Kathleen McClaskey
Julie Regimbal's curator insight,
September 11, 2014 5:15 PM
Dr. Rose is speaking at the Equinox in Manchester, Vermont. Sponsored by the Vermont Council of Special Ed Administrators 11/21. Very excited to be brining him here |
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Discover how to create a culture where learners are more valued than students. Via Kathleen McClaskey
Kathleen McClaskey's curator insight,
November 24, 2014 1:45 PM
The learner uses the UDL lens to share their strengths and challenges in learning, their preferences or needs to access, engage and express as well as their aspirations, talents and interests. At that moment when a learner is able to tell their story about how they learn with their teacher, the "partnership in learning" begins between the teacher and the learner. This opens the door for the teacher to have a conversation with the learner about learning goals, skills and strategies that the learner needs to work on to reduce any barriers and maximize learning. The undeniable outcome in using the UDL lens is that the child has been validated as a learner. This is something that rarely occurs today in anyone's education and will have a positive and profound impact for any learner.
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Universal Design for Learning (UDL) guides the process to personalize learning using the UDL principles. Via Kathleen McClaskey, Barbara Bray
Kathleen McClaskey's curator insight,
June 28, 2013 9:16 PM
The UDL 2.0 Guidelines can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. They can also help educators identify the barriers found in existing curricula. You can use the UDL Guidelines to help you determine your learners strengths, interests, and challenges and how they:
> prefer or need to access and process information. > prefer to express what they know. > like to engage with the content.
When learners know how they prefer or need to access information, engage with the content, and express what they know and understand, then they take responsibility for their learning.
Access, Engage, Express is a trademark of Personalize Learning, LLC
Barbara Bray's curator insight,
June 28, 2013 11:47 PM
UDL Principles guide learners to understand how they learn best. They determine how they prefer or need to access information, engage with content, and express what they know.
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"The central question of Universal Design for Learning (UDL) surrounds the idea of barriers to learning: Is the child “disabled”? Or, could we more accurately say that many of our school environments are disabling to children?
We understand, through UDL, that environments can disable learning and the significance of identifying and eliminating barriers to access. Further, we understand that children whose learning is obstructed by the environment, can sometimes behave in challenging ways. CPS takes this one step more, encouraging teachers to recognize that even children with no physical or cognitive barriers to learning, may struggle with emotional barriers. These may be difficult to identify at times, but identifying and collaboratively addressing these barriers is as essential to our work as it is to ensure that children can work within their preferred learning style, or have access to assistive technologies. This doesn’t mean that the demands of the environment are wrong – “no hitting” is a fair and realistic rule, for instance – simply that some children don’t have the skills to abide by these expectations and that preparing them to do so is a teaching task, not a task of punishment.
If we believe (and I do), that children who fail to be engaged in school work and learning are in some way disabled by their environments, then I feel we must believe the same of behaviour. Rather than labeling children with unkind and unhelpful descriptors such as “unmotivated” or “defiant”, we need to see challenging behaviours as expressions of an inability to meet the demands of the environment."
Katia Reid asks: "Do you see the same relationship to UDL that I am seeing? I’d love to hear your thoughts!" Via Kathleen McClaskey
Principal dd's curator insight,
February 7, 2013 3:45 PM
What a perfect lead-in / intro to a staff meeting discussion around inclusion and integration with adaptations! Katia Reid puts it in perfect 'focus' from a perspective we can all appreciate:
"Sitting in a large lecture theatre for a presentation that I was attending voluntarily, I reached into my purse for my glasses and realized I had forgotten them at home. The lecture was two hours long and although my hearing is fine, being within a visual fog that made it impossible to see the lecturer was frustrating. After a while, I gave up trying to listen, and I took out my cell phone instead." How many of us experience this scenario on similar levels ... yet we know there are students in every classroom experiencing this same scenario. They're usually the easist to identify ... they 'self-identify' through inappropriate behaviour!
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Carol Mortensen has created a MentorMob playlist on Universal Design for Learning. This playlist can jumpstart your understanding of UDL, the framework that can be used to design curriculum and lessons for all learners.
"Universal Design For Learning (UDL) is a concept born from the work of architects to develop buildings that remove physical barriers so that they are accessible to all people. From this idea, educators began to focus on removing the barriers that work against learning. UDL improves the possibility of a positive academic outcome and deliberately focuses on meeting the individual needs of the students. In addition, resources are provided through websites that support the educator implementing UDL ideals.
This playlist provides an overview of UDL along with some interactive activities to further understanding."
Thank you Carol for creating this all important playlist for teachers everywhere! Via Kathleen McClaskey, Barbara Bray
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Universal Design for Learning: Reaching All Learners at the Harvard Graduate School of Education - July 9-13, 2012
"Program Objectives > Study the latest brain research on diverse learners. Consider how scientific discoveries are reshaping our understanding of how individuals learn and what motivates them > Acquire practical, classroom-based and school-based applications to implement differentiated instruction. Address the diversity of students in the classroom > Customize teaching and learning using new technologies. Understand how flexible technology compares with traditional print media as a learning tool > Explore new frontiers in the delivery of curricular content and how these advances will change the way classroom materials are developed and utilized > Consider national and local policies that affect teaching and learning for all students.Understand how government policies address the educational needs of children with disabilities and how the UDL approach can meet those needs > Learn how to apply and implement the institute’s framework in educational settings"
Via Kathleen McClaskey
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From Stephen Petrucci's blog, Leadership i Public Education, a connection is made between UDL and Personalized Learning. Here are some of the connections he has made:
"As we continue to search for ways to frame personalized learning in British Columbia, we can point to some practices that have been around for a long time - notably the Science Fair. Rather than pitting the philosophies of revolution vs evolution in our education system, I believe it is crucial to recognize what currently exists as excellent practice in personalized learning. This approach is very much in line with the appreciative inquiry model which encourages a focus on what is going well."
"The Science Fair project is an excellent example of "independent study" - a term we use in describing a personalized learning framework."
"Finally, it is clear to see how well a science fair project fits in the Universal Design for Learning framework through Multiple means of Representation, Multiple means of Action and Expression and Multiple means of Engagement." Via Kathleen McClaskey
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Why do teachers and learners need a lens for learning? This post will share the importance of understanding how you learn best. Access is about how you transform and process information into useable knowledge. Engage is how you best engage with content. Express is how you demonstrate what you know and understand. If you use this lens, you and your teacher become partners in learning.