UDL Self Assessment

UDL stands for:

• Universal Development of Learning

• Universal Development of Leaders

• Understanding Developmental Learning

• Universal Design for Learning

UDL is:

• A tool available from CAST to help create lessons for struggling readers

• A checklist for designing lessons and materials that meet the needs of students with disabilities

• A flexible framework that guides the creation of goal, methods, materials and assessments to address learner variability

• A national standard for curriculum materials that schools need to follow

The three brain networks are:

• Cognitive, Metacognitive, Emotive

• Affective, Recognition, Strategic

• Primal, Hippocampus, Limbic

• Semantic, Memory, Executive Functions

The term “learner variability” is defined as:

• The emotional states of learners during different times of the day

• The dynamic and evolving combination of strengths, needs and preferences of each learner

• The distinct, categorical groups learners belong to based on ability

• The diverse cultural backgrounds of learners and their families

According to UDL, disability is:

• A label assigned on the basis of a leaner's score on a mental test

• A personal limitation of the learner that requires remediation

• A fluid state resulting from the interaction of a learner and the environment

• A personal characteristic that resides in the learner

The overarching/ultimate goal of the principle engagement is to ensure learners:

• Are excited by the lessons being taught

• Will work hard to complete tasks assigned to them

• Are able to self-regulate their emotions and motivation for learning

• Will sustain their effort and persistence through teacher support

The overarching/ultimate goal of the principle engagement is to ensure learners:

• Are excited by the lessons being taught

• Will work hard to complete tasks assigned to them

• Are able to self-regulate their emotions and motivation for learning

• Will sustain their effort and persistence through teacher support

Which one is not one of the UDL assumptions and beliefs?

• Disability is at the intersection where the individual interacts with the environment or context

• Variability is the norm. If we design for the average we design for no-one

• Finding solutions for each individual learner is essential for academic, social and emotional growth

• It is essential to remove barriers to learning through both design, and the inclusion of technology while maintaining high expectations for all learners.

According to UDL, when it comes to instructional goals it is most important to:

• Set a lower goal to ensure every learner is successful

• Ensure they align with state standards

• Separate the goals from the means of achieving them

• Make sure goals follow the same language in the standards

The UDL guidelines are intended to be used as a:

• Series of principles and checkpoints to check off as they are implemented

• 3 principles and 9 guidelines that teachers move systematically through to ensure each aspect of UDL is addressed

• A flexible framework to guide the transition from externally motivated, teacher- driven instruction to intrinsically motivated, student-driven learning

• A tool for evaluating the lesson once it has been taught