BYOD Success Story

This week I was in a high school Learning Center Support classroom and noticed a student reading from his personal Kindle Fire. The LC teacher mentioned to me that the student preferred reading on the Kindle device.

Since I'm always hoping to learn from students, I asked the student why he preferred reading from his Kindle. He told me he liked being able to increase the font size; it made it easier for him to read the text.

Moral of the story - it's the little things that count. I often hear adults state they can't read from a device, they need the feel of the book in their hands. That may work for you but it's not always the best method for your students. Just because you or I might prefer a different presentation doesn't mean it works best for our students.

This is one of the principles of UDL, in this case, multiple methods of presentation. The material was now presented in a form that worked best for this particular student.

Another BYOD success story.

Simulating Learning Issues

"He's lazy."


"If only she tried harder."

Have you ever entertained those thoughts about any of your students? Have you ever heard your colleagues use those statements to describe any of their students? Do you realize how difficult it can be for your struggling learners, ON A DAILY BASIS?

If you never struggled as a student, here is an opportunity to experience, even briefly, what school is like for too many of our students. It is vital we have empathy for what our struggling learners experience on a daily basis.

PBS.org has created a set of interactive activities which offer the chance to simulate reading disabilities, writing disabilities or attentional issues. Try it out here. 

Click on the challenge you would like to experience firsthand

ReThinking : Assignment Notebooks

IMPORTANT: First, read The Homework Myth by Alfie Kohn.  If, after reading this book, homework is still considered necessary for learning, you will want to consider these alternatives.

Many districts require assignment notebooks for scheduling homework and long-term assignments. For some students, a paper-based system works effectively. For other students, the assignment notebook provides unintended consequences as a method of frustration.  Not all students are able to independently record homework in an assignment notebook, for a variety of reasons (i.e. difficulty with pencil control, difficulty managing multiple paper materials, unable to use notebooks due to vision or physical disabilities) .  

The paper IS the disability for these students.

What are alternatives? Thinking creatively, and considering the ubiquitous technology available, here are a few options:

1.    Embed the assignments on the class webpage. Students (and parents) will know where it is recorded which can become part of the home routine.  
2.    Use Audio Recordings - If homework is assigned at the upper elementary level, have a student be the Homework Recorder for the day using simple tools such as Vocaroo, Fotobabble, or Eyejot (webcam needed). Or, use Audacity or Garage Band to create a podcast as a record of accomplishments as well as the assignments of the day. Whatever method is used, embed or link it to the classroom website or wiki.
3.    Use a Livescribe SmartPen to create audio recordings which are synched with the text for review at home. Audio recordings can be uploaded to the computer and linked to the class website or wiki.
4.   If you have a mobile device, consider these apps - SmartNote, Fotobabble, Evernote, any audio note app that allows you to embed or send to your students' email list.
5.   Allow students to take a picture where the homework is recorded with their cell phones or iPod Touches.
6.   Low tech - Allow students to purchase their own assignment notebooks - do not require a one size fits all mandated approach


Assignment notebooks, can get lost, students can overlook recording an assignment, students may have difficulty reading their own writing due to fine motor issues, When external supports are offered, students with executive skill challenges can flourish. They know (and their parents are grateful that) there is a place where they can find the information they need for success at home.

Keep in mind Toolbelt Theory. We have a responsibility to show students a variety of tools to develop their own toolbelts for use beyond school. Not everyone accomplishes tasks in the same standardized way. Some of us use paper-based organizers, others use cell phones or apps in Smartphones. Offering alternatives helps students develop a system that works for them instead of using a “one-size fits all approach” which may not actually fit.

These suggestions incorporate Universal Design for Learning principles. What is put in place for students with disabilities, benefits all students. Students can be encouraged to purchase the organizer that works best for them, if it is something they need. Some students prefer a daily, weekly or monthly view. One size does not fit all and assignment notebooks do not work for everyone.

Do you have other suggestions?

ReThinking: "He Doesn't Want to be Seen as Different"

I've heard that refrain numerous times.

"But... he doesn't want to be seen as different."

It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?)

Unfortunately, I realize another team is unaware of Universal Design for Learning principles.  If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different."

My challenge to the team is to change the culture, don't let the student be seen as different. Offer multiple methods of expression. Give choices. Offer alternatives to the traditional methods which fail many kids.

Sometimes students need a different method.

A classic example is the Poster Board.

Think of all the poster boards that have been assigned over the years. For some students, the fine motor or visual processing skills required to complete that task are nearly impossible without significant help from home. Paper can be the disability. Two alternatives are Glogster or VoiceThread, free online multimedia tools which minimize the potential output challenges. In addition, these tools can be more engaging.

But don't just change the expectation to ALL students will now create a Glog. Introduce them to the tools. Then let students choose the tool which will help them accomplish the task in the way that works best for them. Promote an environment where they are not seen as different. Every one chooses the method which promotes success. Some students will opt for the paper poster board, others will choose another option.

The essential point is the availability of choice. When there is choice, no one is seen as different. Every student gets what they need. 

Easily accomplished in an age of numerous tool choices. Need a starting place? Refer to the UDL Tech Toolkit wiki to get you going.

Please....SHOUT this from the ROOFTOPS

Why is text-to-speech (TTS) the best kept secret from our students? Is it also the best kept secret from teachers?

Do you know about TTS? Is it available on every computer that your students use?

The single most important free strategy we can show our students is the ability to use text-to-speech on any computer. Why? Three main reasons.

1. It supports the writing process, especially when editing and revising written work.
2. It provides the ability to access content for students who are reading below grade level. When content is digital it is now accessible and students can access the curriculum independently. No longer are they dependent on others to read to them.
3. It's Universal Design for Learning.
   

As part of the writing process, teach students to use TTS. When students write, the use of TTS often motivates them to write more. They enjoy listening to what they have written. Then, as students edit their work, they are more likely to catch errors when they listen to it (and especially when each word is highlighted as it is read).

Moreover, Text-to-speech is the great equalizer and levels the playing field for struggling readers. It empowers students when they have control over listening to text independently.

Are you withholding TTS from your students?

There are a number of free TTS resources at the UDL Tech Toolkit Wiki. Show your students the options so they can add to their Toolbelts for success beyond school.

This post was motivated by my recent work with students and teachers. In professional development and small group settings, teachers reveal that they do not have TTS available on their computers. Students are amazed when I show them the ability to use TTS at the computer. This past week, one student even asked me to write down the directions so he could access the feature on his home Mac computer*.

It's all about our students and what they need. So, I'm asking you to, please....SHOUT this one from the ROOFTOPS. Share this post and RT often.

* (Go to System Preferences > Speech (bottom row)> Make sure Text-to-speech tab is selected > Check "Speak selected text when the key is pressed" > a new window appears - Type Command + R (for read) > OK.
Every time a student highlights a word, sentence or more (in Word or on the Internet, for example) and then types Command R, they will hear the text read to them. They can type Command R to stop the reading as well).

Going Paperless - It's Not Just About the Environment

In celebration of Earth Day in April, an organized effort to reduce the use of paper, and in fact, go paperless, was spearheaded by Shelley Blake-Plock. About 1,500 teachers nationwide and beyond made the pledge to go paperless that day. A collaborative effort produced a Google Doc with numerous ways to give up paper in the classroom. The beauty of this document is the fact it was created by teachers, for teachers. No administrators were involved. No AT specialists were necessary.

What does this mean for us?
We know that too often, paper creates the disability for many students. In a non-paper environment, their disability disappears.

An invaluable document detailing typical activities using paper and paperless alternatives exists for all to use as a resource. There are great ideas and abundant resources here.

It's good teaching and it's Universal Design - embedding UDL principles proactively into instruction.

While I applaud the effort that started the paperless trend, I encourage you to join the paperless bandwagon for your students, not just for the environment.

Why I Love the iPad for Education: Initial Observations

I resisted the purchase for a few days but finally realized I needed to get my hands on one myself. I needed to evaluate it as another tool for education, another tool that possibly promotes Universal Design for Learning (provide multiple methods of engagement, presentation and expression). I needed to evaluate it FOR MYSELF. With the students in mind.

My initial observations lead me to believe this is TRANSFORMATIVE. Especially for struggling learners (kids on IEPs and 504s for example). Why?

1. The Coolness Factor - Never discredit this. Everywhere I go, whenever I bring out the iPad, everyone's demeanor changes to enthusiastic excitement. They salivate. Their fingers twitch. Give an iPad to a student with special needs and their peers will change their views. Historically, students on IEPs have not been viewed as the Cool Kids. This can be a game changer. The touch technology and available apps offer UDL strategies which can meet the academic needs of our kids. (more in a subsequent post).

2. New ways to input text - This is a huge consideration. Typically, we ask students to use paper/pencil for learning or to demonstrate what they know. Think worksheets. Think the Five Paragraph Essay. For some kids, the mechanics of handwriting is too challenging a task for success. Additionally, the ability to keyboard in the traditional manner is impossible. The iPad offers two new alternatives. Dragon Dictation, a free app for speech recognition, record into the microphone and your text appears ready to be emailed or texted. ShapeWriter, a FUN way to input text using touch technology. I see ShapeWriter offering a better method for kids with dysgraphia, kids who have the ability to use only one hand, kids who need spelling support, kids who need to be highly engaged to input text.

3. Access to Content - Ira Socol criticizes the iPad as a step backward, Web 1.5. because it's not about content creation. I agree with that criticism and hope that subsequent versions will focus on those possibilities. (C'mon, Apple, no camera, no video capabilities?)
But school is also about accessing content. Again, Ira accurately points to the fact that text-to-speech capabilities are not built in. However, for the students who do not need TTS, the iPad offers options - access to interactive content and no need to carry around heavy textbooks and backpacks that cause back problems in kids.

4. Notebook replacement - Traditional school is about paper based notebooks both for recording notes and for recording assignments. For too many kids, this IS the disability. There just isn't enough space in those Assignment Notebooks. And too many kids can't read their own handwriting for later review of their notes. Instead, we assign adult para-educators to scribe when handwriting is a challenge for a student on an IEP. Promotes DEPENDENCE. Think outside the box and see how the iPad levels the playing field. Use organization apps to keep track of assignments in a legible manner. Use the color code features to organize notes. (Look for more
in a future post about specific apps for overcoming learning obstacles.).

5. Inability to multitask - I've read many complaints about the iPad's lack of multitasking capabilities. Let's turn this around and view this as a positive for some of our students. Limiting tasks to one at a time can be especially beneficial for some students.

6. Logistical Considerations - 1:1 laptop initiatives are proliferating. Districts are turning to the use of standard laptops or netbooks. Both require time to turn on the devices and access the application, and require charging during the day if there is ongoing use. The battery life of the iPad is said to be about 10 -12 hours. I got mine Wednesday night and have yet to charge it! And the instant on feature is huge for immediate use. We can't overlook the fact that turning on a laptop or netbook and getting to the Internet or specific software program can take at least five minutes or more. Valuable teaching/learning time lost.

The iPad is a lightweight, compact, very COOL device with limitations which have been articulated by many others. One thing I need NOW before I can recommend it to younger students is a compact, protective case. But think about the possibilities for struggling learners, for trying to REACH EVERY LEARNER and this can be transformative.

Stay tuned for subsequent posts which will identify apps to reach learners with specific learning obstacles.

Let the attacks begin....

UDL Learning Tools

Some parts of the country have an unexpected Snow Day. Do you need something to do?

I encourage you to explore the redesigned "CAST: Learning Tools" resources. CAST continues to offer invaluable resources that make our jobs as educators easier.

For the first time, they have created a resource targeted toward Science teachers called Science Writer. It is a free web-based writing tool that supports middle and high school students in the science report writing process using principles of Universal Design for Learning.

Not a Science teacher? Then explore the other FREE Learning Tools which are appropriate for all grades. These tools include embedded prompts which guide students through the learning process. Once you have created an activity, such as when using the UDL Book Builder tool, it is available to all students from one school year to the next.

Add these tools to your Educator Toolkit to reach all your students.

Distracted by Differentiation

Last week, the topic on the Twitter #edchat was differentiated instruction (archived here). Steven Anderson did a great job summarizing the discussion in his post, What Exactly is Differentiation?

A few tweets in particular resonated with me. One said, "I have 130 students - how can I differentiate for all of them?" (Good question. You can't). Another said, "Differentiated Instruction requires differentiated assessment." (Absolutely!) A third tweet pointed out the need to have students determine their own learning styles through the use of surveys or inventories.

Unfortunately, this was another missed opportunity to explore the tenets of Universal Design for Learning. Everyone knows the buzzwords of Differentiation Instruction, DI for short, or Understanding by Design, UBD, or Multiple Intelligences Theory. Where was the conversation about UDL?

When UDL principles are embedded proactively into the curriculum, differentiation occurs seamlessly. UDL is about multiple methods - of engaging kids, of presenting material to them and then giving students multiple ways to demonstrate what they have learned. When it is incorporated in the curriculum, there is no need for learning style inventories. There's no need for a teacher to feel overwhelmed because they have 25, 50 100 or even 130 students. It's part of the presentation, the engagement, the expression. It's all about offering choices to reach all the students in your classroom, every period of every day. The one size fits all approach never worked. Now there are more resources than ever before to help your students succeed.

It's so much easier than differentiation. And it reaches all learners. Why aren't you using UDL principles to reach every student?

Additional UDL Resources:
What is UDL?
UDL Guidelines (presented using UDL principles)
UDL Lesson Builder
UDL YouTube Channel
UDL For All Ning
Free UDL Tech Toolkit

New UDL Resources

It's easier than ever to learn about Universal Design for Learning (UDL).
Check these out -

1. A new Universal Design for Learning YouTube Channel


2. Two online instructional modules about UDL available here and described here:

These two online modules introduce the theory, principles and application of Universal Design for Learning (UDL) to teacher candidates and in-service teachers. They provide higher education faculty with a multimedia, interactive online-learning environment that can be embedded in instructional methods courses. They are designed to be flexible enough to be used as part of an online, hybrid or face-to-face course.

Please share this information with your colleagues.

A Giant Step Forward?

It continues to confound me how few educators have heard of Universal Design of Learning (UDL) principles which promote student success and competence. Even earlier today, Lisa Parisi and I were discussing the lack of UDL awareness in education circles and how surprised we both are by this fact. Sometimes I wonder if it's because the term is typically (and erroneously) connected to special education and assistive technology. If it is connected to special education, do general educators believe it's an educational concept they do not need to understand? If that is the case, we need to correct the misconception.

And then I read this....

"A Monumental Step Towards Promoting UDL for All" (via the Assistive Technology Blog)

The post described what feels like a watershed moment, a recent event at the National Education Association's main headquarters. The NEA sponsored a symposium entitled Universal Design for Learning and Inclusive Practices with over 200 participants in attendance.

Symposium participants heard from experts who presented information on best practices and highlighted the most recent developments in UDL theory and implementation. Attendees also had the opportunity to engage with those on the leading edge of research and program development. In addition to gaining a greater understanding of how to create inclusive schools, participants walked away with a framework for promoting UDL and developing policies in their own organizations at the national, state and local levels. They also screened the award winning documentary, Including Samuel, which examines the educational and social inclusion of youth with disabilities.

Is this the breakthrough that we have been waiting for? Looking at the list of sponsors (American Association of Colleges for Teacher Education, American Federation of Teachers, The ARC, CAST, Council of Chief State School Officers, Emily Hall Tremaine Foundation, IDEA Partnership, Institute for Educational Leadership, Mitsubishi Electric America Foundation, National Association of State Directors of Special Education, National Center for Learning Disabilities, National Down Syndrome Society, and the Virginia Department of Education Training and Technical Assistance Center at George Mason University), I am hopeful.

UDL principles are not an afterthought. When curriculum is designed well, multiple methods of presentation, engagement and expression are embedded throughout the instruction and learning. UDL reinforces the fact that one size does not fit all. I do believe many educators acknowledge that reality. It's the application that remains challenging.

If that is the case, excellent resources are available here, here, here, here, and here.

Be a part of what Lily Eskelsen, VP of the NEA calls "a deliberate design for success."

UDL - The Great Unknown?

When you discover something that is personally tranformative, you share it with others; it's too difficult to keep it to yourself. And because I repeatedly observe teachers struggling with the challenge of how to reach all the learners in their classrooms, I am on a mission.

I will do whatever it takes to teach others about UDL, or Universal Design for Learning because I believe UDL transforms teaching practices and makes learning possible for struggling learners. I can not keep this to myself.

Recently, I had the opportunity to share about UDL at both NECC in DC, at the interactive UDL Playground and at EdubloggerCon East at BLC09 in Boston. I'm continually mystified by the reality that so few educators have heard about UDL and even fewer are applying the principles of offering multiple methods of engagement, presentation and expression to tap into students' affective, recognition and strategic networks to reach all learners. The connection between new media technology tools and UDL makes it easier than ever to provide multiple methods of engagement, presentation and expression. Incorporating a UDL framework makes reaching all learners possible.

What is UDL?

Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. (from the cast.org site)

It seems as though everyone has heard about Gardner's Multiple Intelligences Theory or about Differentiated Instruction and even about Understanding by Design. So, why do Universal Design for Learning principles remain the great unknown? Don't we want to ensure we are reaching all our students? What can be done to help educators understand and explore the principles further and then apply the concepts that will support and reach all the learners in their classrooms? How do we get the word out?

Any ideas?

To learn more about UDL, check out these resources:

CAST/Teaching Every Student
UDL Guidelines
UDL Online Classroom Tools
National Universal Design for Learning Task Force

Celebrating the 25th: Nominations Due

A new opportunity to highlight the best in education is now available.

It’s CAST’s 25th anniversary! To celebrate, we feature great UDL implementation in the field through the UDL Spotlight. Want to nominate a Spotlight?

Then nominate people or programs that embed UDL (Universal Design for Learning) principles in their classrooms.

When UDL is effectively incorporated, it transforms learning, engages everyone and allows all learners opportunities to successfully demonstrate what they have learned.

When we call attention to the best engaged, active learning and provide the tools that promote it, (UDL Guidelines, UDL Curriculum Self-Check, and Learning Tools), then we will start a ripple effect that spreads throughout our schools for the benefit of all our students.

Look around you. Is there anyone or any program you believe is nomination-worthy? Head over to the CAST website and spotlight the achievement so that we can all learn from each other.

And Happy 25th Anniversary, CAST!

Reaching for the Brass Ring.....of Independence

Independence.
Too often, independence is an elusive concept in our schools.

Why?

Because we believe we are accomplishing more when we provide students on IEPs with one-to-one adult supports who scribe for students and read the grade level material when the student is unable. What results? Unfortunately, learned passivity and DEPENDENCE.

Is this FAPE, Free, Appropriate Education? If a student doesn't get it when the adult reads the material to him, how likely are they to ask the adult to repeat it? How appropriate is it when a student never has the opportunity to produce written work independently?

How can we overcome this? A paradigm shift in how we view disability and accommodation must occur:

1. It is time to end the remediation vs. compensation battle and declare a truce. The emphasis on remediation at the expense of accommodation must stop. Instead, remediation MUST be COMBINED with compensation to accommodate for learning challenges if our students are to feel a sense of competence, mastery and independence.

2. Recognize the inherent disability that exists in the curriculum and instruction when students with learning struggles can not access the curriculum using traditional methods. Although no research exists that supports the superiority of textbooks, lecture based and paper based methods, the majority of classroom instruction depends upon these methods of instruction. Time to stop blaming the student when our methods disable their performance and participation.

3. Recognize that there is no better time to be an educator. Access to the tools and strategies are readily available as never before. Tools exist that remove the obstacles to learning, many are free, others are commercially available.

4. Understand that students learn differently, that a one-size-fits all approach does NOT work. Instead, incorporate Universal Design for Learning principles. UDL which proproses that learning occurs when there are multiple methods of engagement, representation and expression. Excellent resources are available at cast.org including the UDL Curriculum Self-Check that helps you apply principles that engage and support ALL learners.

Hand your students the brass ring of independence. There is no better time than today.

Why Do We Use Textbooks?

From my reader this morning - Joe 1.0 - Joe's Non Netbook by Chris Lehmann



The improv video is a brilliant illustration of the textbook as the disability and the need for Universal Design for Learning! How engaged were those students? How able were they to work with the material? How accessible is a textbook?

It's clearly time to review our curriculum purchases as we enter another budget cycle.

UDL Conversations

Can education be transformed or is it just a dream?
I may be idealistic but I believe that it is possible to transform education. Not only do I believe it is possible, I believe it is essential especially when considering students who are struggling learners.

One way to achieve transformation is to incorporate Universal Design for Learning (UDL), a framework based upon neuroscience research which promotes multiple methods of engagement, representation and expression to benefit all students in our classrooms. The book Teaching Every Student in the Digital Age: Universal Design for Learning (2002) by David Rose and Anne Meyer elucidated the research, the framework and the principles.

Sarah McPherson is using social networking tools to encourage interested educators to join an online discussion of the book. The discussion began yesterday and continues through July 1. Join the Teaching Every Student ning and participate with other educators in grasping UDL principles that will transform the teaching and learning that occurs in your classroom. Sarah describes the Ning this way:

This ning is designed to support our learning community based on the book discussion initiated by ISTE SigTE. It is not a closed ning. Feel free to invite your colleagues, students, and teachers to join the community. We chose the ning because of its flexibility to host discussion forums, blogs, videos, photos, live chat, links to other resources, etc. It is quite robust and useful for all levels of participation. We look forward to you sharing your thoughts and experiences with the community on the book and topics it introduces.

It's easy enough to join the ning. Be a lurker or better yet, be an active participant and contribute to the conversation.

Successful Inclusion: Not Just an Illusion

It's not often you come across a teacher like Lisa Parisi. Lisa co-teaches in an inclusion classroom where there is no distinction between regular education and special education kids. Kids are valued without labels. And success happens here.

Lisa's most recent blog post, "A Perfect Storm?" details what successful co-teaching in an inclusive classroom looks like. There are four components:

1. A shared philosophy
2. Universal Design for Learning embedded throughout the curriculum
3. Project Based Learning
4. A belief that children work better in small groups

Additional factors that promote success:

We both work very hard to make our classroom engaging, fun, and supportive. We spend a great deal of time teaching the children acceptance and respect for each other.

We both are capable of showing our students that we are learners, too, and as such, have our own struggles to overcome.

We both believe in telling children the truth. We want them to understand their struggles so they can compensate. And so they can understand that others might also have the same struggles.

Read the rest of her post and think about how this model could be duplicated in your schools. I am so grateful that Lisa is part of my PLN as I have learned a great deal from her. In fact, without social networking tools, I'm not sure I would ever know about her work. Add her blog to your RSS so that you, too, can learn from her successes.

What Did You Do Over the Weekend?

It's another Monday morning and a dreadful beginning for some of the elementary age students who walk into our classrooms.

Why?

Because, if it's Monday, it must be "Start the Week with Journal Writing," a ritual where students are asked to write about their weekends. For some students, this is a piece of cake. For others (see previous post), this is like asking them to run a mile to school - they can do it but it is painful and challenging.

So, let's think about some alternatives for those students "who have great ideas up here (pointing to head) but can't get them down here (pointing to paper)." Let's think in innovative ways to offer kids different methods of expression.

1. Use Garage Band (Mac) or Audacity (PC or Mac) to record students voices as they describe their weekend activities. Create a weekly Monday morning podcast for an authentic audience. Use the podcast to teach students about oral presentation and audience. What makes a presentation captivating to the audience? Let them hear their own responses and critique what they said and how they said it. Extend upon this activity by using simple graphic organizers to help them highlight two key activities. This will help them determine saliency - what were the two most important things I did this weekend? You can also build in categorization, similarities and differences and compare and contrast if you capture all the students' responses.

2. Have students use TuxPaint (an open source drawing program download, similar to KidPix) or Kerpoof (two free online drawing/creation resources) and then upload their creations to VoiceThread. Use the recording tool to have students describe their weekend. Encourage them to post a response to each other's pages. Talk with them about appropriate responses that will encourage and support their classmates.

3. Encourage students to use the speech bubbles found on the Drawing Toolbar in Word to create vignettes with dialogue that describes their weekend. This can be especially effective for students with non-verbal learning disabilities or who are on the Autism spectrum as this allows them to understand another person's point of view.

4. Some students may prefer to write a response. Upload their responses to the class VoiceThread if one has been created.

5. Use Dial2Do - a free speech to text tool that will transcribe voice to text via email. Copy and paste it into Word, make any changes or additions and then print it out and add it to the student's Journal folder.

These are just a few ideas to get you started. They extend the activity well beyond a traditional writing task. The point is to offer choices, to offer multiple ways for students to complete an activity as this is an essential component of Universal Design for Learning and promotes students engagement and success.

Do you have any other ideas you'd like to share? Please do!

Next/Generation UDL

I am forever on the search for thinking outside the box teaching that captures the best instructional methods to engage ALL learners. It is critical to share methods that detail a "whatever it takes" approach to teaching.

Dan Meyer (tag line -"Working hard to make it look easy") has created a summer video series that explains his approach to teaching. This post. the next/gen lecturer, details methods that help him rely less on textbooks (which present obstacles to learning for those who have print disabilities) and more on UDL strategies for student success.

And that's what it's always about.


dy/av : 002 : the next-gen lecturer from Dan Meyer on Vimeo.

Free Tech Toolkit for UDL - Wiki Edition

One of the best things that resulted when I attended BLC 08 was the opportunity to have many conversations with Joyce Valenza, the world-renown teacher librarian and self-proclaimed "information goddess." She is one of the most dynamic, energetic, and passionate educators that I have ever met.

Well, lucky for us, Joyce took on a project and I am thrilled to share the fruits of her labors which we can all benefit from.

Many of you have added the blog post, Free Technology Toolkit for UDL in Every Classroom to your delicious accounts. Joyce took that blog post and made it into a wiki, UDLTech Toolkit, that is easy to navigate and visually more appealing than the blog. I encourage you to bookmark this wiki also. Here is a screen shot of the home page. I'm sure you will agree that this is a much easier tool to use and there are additions there that are not in the blot post.
Check it out and let me know what you think. And please, pass along this resource to colleagues, parents and students.