Universal Design for Learning

Rose, David; Gravel, Jenna W.

doi:10.1016/b978-0-08-044894-7.00719-3

Cited by 92 publications

(81 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The present results add an important dimension to existing discussion about how technology shapes human cognition. Understanding how technology can be customized to meet the needs of individuals of different abilities remains an important goal (e.g., Universal Design for Learning; Rose & Meyer, 2006). Future research aiming at better understanding the mechanisms underlying the interaction between internal and external processes in the context of writing will provide further insight into this particular extended cognitive system.…”

Section: Discussionmentioning

confidence: 99%

Effects of disfluency in writing

Medimorec

Risko

2016

British J of Psychology

View full text Add to dashboard Cite

While much previous research has suggested that decreased transcription fluency has a detrimental effect on writing, there is recent evidence that decreased fluency can actually benefit cognitive processing. Across a series of experiments, we manipulated transcription fluency of ostensibly skilled typewriters by asking them to type essays in two conditions: both-handed and one-handed typewriting. We used the Coh-Metrix text analyser to investigate the effects of decreased transcription fluency on various aspects of essay writing, such as lexical sophistication, sentence complexity, and cohesion of essays (important indicators of successful writing). We demonstrate that decreased fluency can benefit certain aspects of writing and discuss potential mechanisms underlying disfluency effects in essay writing.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of disfluency in writing

Medimorec

Risko

2016

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…Both types of task features include equity/fairness considerations to help ensure that our tasks are accessible and fair to students of diverse cultural, linguistic, and socioeconomic backgrounds. To articulate these task design features, we use an equity/fairness framework that draws from Universal Design for Learning (UDL) (Rose & Meyer, 2006;Rose, Meyer, & Hitchcock, 2005)-which articulates a set of guiding principles for designers to accommodate individual differences-and is informed by research on fair and equitable assessment practices in science (e.g., Lee, Quinn, and Valdés, 2013;Wolf & Leon, 2009). Table 3 illustrates a design pattern for Learning Performance 5 as articulated in Table 2 above.…”

Section: Ms-ps1-2mentioning

confidence: 99%

Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning

Harris

Krajcik

Pellegrino

et al. 2019

Educational Measurement

102

View full text Add to dashboard Cite

Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students’ ability to apply knowledge in subject areas. Designers of student assessments are following suit and are taking on the challenge of creating a new generation of assessments. We present a principled approach for designing classroom‐based assessments that not only assess deeper learning, but also provide teachers with critical information about how students are progressing toward achieving ambitious new learning goals. Our approach follows the evidentiary reasoning of evidence‐centered design and builds on research about the important role of knowledge‐in‐use to support student learning. We illustrate our approach in the context of creating tasks that assess students' science proficiency as reflected in the Next Generation Science Standards that are gaining prominence in the United States.

show abstract

“…Exposure to these approaches has been aided by our close proximity to the United States. Co‐teaching models, Differentiated Instruction (Tomlinson, ), Understanding by Design (Wiggins and McTighe, ) and Universal Design for Learning (Rose and Gravel, ) have been the focus of teacher professional development sessions in Canada and are beginning to be implemented in classrooms across the country. These school division‐level approaches, through their responsiveness to the inherent diversity in inclusive classrooms – in addition to curricular changes mandated at the provincial level – are moving Canada further toward meeting the learning needs of all students.…”

Section: Innovative Programmingmentioning

confidence: 99%

Oh, Canada: bridges and barriers to inclusion in Canadian schools

Sokal

Katz²

2015

Support for Learning

View full text Add to dashboard Cite

Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described. Finally, we explore some of the challenges that Canadians are facing in truly being inclusive in our educational practices, and we make three specific recommendations about how we can become more inclusive.

show abstract

Universal Design for Learning

Cited by 92 publications

References 4 publications

Effects of disfluency in writing

Effects of disfluency in writing

Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning

Oh, Canada: bridges and barriers to inclusion in Canadian schools

Contact Info

Product

Resources

About