Where Are We In the first installment of this series, we examined a common barrier to learning whereby students may…
Dr. Dean [fictitious], a faculty of English Composition, entered teaching her course rightly believing that feedback would be a critical…
Meet Dr. Dood Dr. Dood’s (fictitious) department was in the thick of preparations for a new fall semester. Dr. Dood,…
The value of clear, focused objectives has been well established in education research through the decades (e.g., Duchastel & Merrill, 1974; Mager, 2012).…
For UDL practitioners, the three UDL principles are central to our design choices when designing learning experiences. Provide Multiple Means…
When I taught high school, regardless of the subject I taught (literature, philosophy, drama, religion), my students often came to…
Whatever your job title, if you are a UDL Champion on your campus (or a wannabe) you have probably shared…
When speaking to faculty about implementing UDL, one concern often presented is that faculty do not wish to reduce the…
At a recent conference presentation, I fielded the question: “Isn’t UDL just differentiated instruction?” I love this question. The strength…
“I’m going to say it out loud. UDL isn’t just for students. It’s for faculty.” ~Thomas Tobin I recently…