Being an “Expert Learner” is the most explicit and direct goal of UDL. It is seen, for example, in the…
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…