Universal design for learning in action : 100 ways to teach all learners / by Whitney Rapp.
| Author/creator |
Rapp, Whitney H. |
| Format | Book and Print |
| Publication Info | Baltimore, Maryland : Brookes Publishing, [2014] |
| Description | xi, 205 pages : illustrations ; 28 cm |
| Subject(s) |
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| Abstract | "Need creative ideas for moving UDL from theory to practice? Get this must-have quick guide, ready for any teacher to pick up and start using now. Whitney Rapp, co-author of the acclaimed Teaching Everyone, walks you step by step through 100 UDL strategies that strengthen student engagement, learning, and assessment. Based on the latest research (but still practical and fun!), these highly effective ideas will help you address diverse learning needs and increase all students access to the general curriculum. Essential for every educator who wants to know what UDL really looks like, sounds like, and feels like and how to use this proven approach to teach and reach all learners. 100 UDL STRATEGIES FOR: Classroom space and materials: The best uses of seating, lighting, bulletin boards, and more Classroom management: From smoother schedules and meetings to effective transition areas Technologies: Fresh ways to use blogs, videoconferencing, e-books, and more Content instruction: Teach academic content with tools like music, drawing, mnemonics, and humor Social interaction: Creative games and small-group activities that sharpen all kids social skills Executive functions: Great ideas for templates, rubrics, graphic organizers, timers, and web-based materials Transition to adulthood: Prepare students for the real world with charts, goal plans, and more Assessment: New ways kids can show what they know from adapted tests to family projects "-- Provided by publisher. |
| Abstract | "Easy-to-understand and implement strategies for teaching using universal design for learning to reach all learners"-- Provided by publisher. |
| General note | Machine generated contents note: About the Author Acknowledgments Section I Overview Foundational Theories How Do All of These Foundational Theories Fit Together What Does This Book Add to All of These Addressing Barriers and Misconceptions Format of the Book Section II Strategies for Engagement Providing Multiple Means of Engagement Considerations Engagement Through Space: Bulletin Board Borders Engagement Through Space: Seating Engagement Through Space: Lighting Engagement Through Materials: Fidget Toys Engagement Through Materials: Professional Equipment Engagement Through Materials: Writing Surfaces Engagement Through Classroom Management: Jobs Engagement Through Classroom Management: Meetings Engagement Through Classroom Management: Smarty Pants Engagement Through Classroom Management: Organized Classroom Engagement Through Technology: Interactive Whiteboards Engagement Through Technology: Videoconferencing Engagement Through Technology: Blogs Engagement Through Content Instruction: Tactile Activities Engagement Through Content Instruction: Bag of Writing Ideas Engagement Through Content Instruction: Mnemonics Engagement Through Content Instruction: Computer Software Programs Engagement Through Social Interaction: Games Engagement Through Social Interaction: Grouping Engagement Through Social Interaction: Dice Engagement Through Social Interaction: Redefine Bullying Engagement Through Executive Functions: Using the Arts Engagement Through Executive Functions: Cue Signals Engagement Through Executive Functions: Minecraft Video Game Engagement Through Transition to Adulthood: Bingo Engagement Through Transition to Adulthood: Real-Life Situations Engagement Through Transition to Adulthood: Invite People to Meetings Section III Strategies for Input Perception Understanding Language, Mathematical Expressions, and Symbols Comprehension Considerations Input Through Space: Food, Drinks, and Gum Input Through Space: Nooks Input Through Materials: Visually Accessible Text Input Through Materials: Auditory Books Input Through Materials: Tactile Books Input Through Materials: Self-Amplifiers Input Through Classroom Management: Schedules Input Through Classroom Management: Syn-naps Input Through Classroom Management: 10:2 Theory Input Through Technology: FM Adapted Computer Stations Input Through Technology: Digital Text or E-books Input Through Technology: Note-Taking Hardware and Software Input Through Technology: Access to Auditory Input Input Through Technology: Access to Visual Input Input Through Content Instruction: Peer-mediated Instruction Input Through Content Instruction: Study Snippets Input Through Content Instruction: Responsive Resource Posters Input Through Content Instruction: Humor Input Through Content Instruction: Visualizing Input Through Content Instruction: Continuum of Abstractness Input Through Content Instruction: Accessible Presentation Software Input Through Social Interaction: Social Stories Input Through Social Interaction: Social Skill Autopsy Input Through Social Interaction: Gaming Technology Input Through Executive Functions: Planner Options Input Through Executive Functions: Web-Based Materials and Information Input Through Executive Functions: Graphic Organizers Input Through Executive Functions: Timers Input Through Transition to Adulthood: Resource Ring Input Through Transition to Adulthood: A-to-C Chart Input Through Transition to Adulthood: Visual Goal Plan Section IV Strategies for Output Options for Physical Expression Options for Communication Options fo. |
| Bibliography note | Includes bibliographical references (pages 195-198) and index. |
| Issued in other form | Online version: Rapp, Whitney H. Universal design for learning in action Rochester, New York : Brookes Publishing, 2014 9781598575149 |
| LCCN | 2013049478 |
| ISBN | 9781598573909 (paperback) |
| ISBN | 159857390X (paperback) |
Available Items
| Library | Location | Call Number | Status | Item Actions | |
| Joyner | General Stacks | LC1201 .R37 2014 | ✔ Available | Place Hold |