This week, we are chatting about providing options for comprehension in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we're going to share some different strategies on how we can help students make information accessible, but also how to transform that into knowledge they can use.

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**For detailed show notes, please visit our website at https://edugals.com/129**

• CAST.org - Universal Design for Learning (UDL) framework
• Representation pillar - Comprehension guideline
• It's all about teaching learners HOW to transform accessible information into useable knowledge
• Why Don't Student's Like School? by Daniel Willingham
• Checkpoint #1: Activate or supply background knowledge
  • Value prior knowledge
  • Get to know your learners and their background knowledge
  • Consider using visual imagery, concept anchoring and mastery, KWL chart and other organizers, concept maps (whiteboards), pre-teaching with demos/models, analogies and metaphors, cross-curricular connections
  • Learning That Transfers by Julie Stern et al. (ACT model)
• Checkpoint #2: Highlight patterns, critical features, big ideas, and relationships
  • Difference between experts and novices
  • Use explicit prompts or cues to point to important material
  • Consider using graphic organizers, examples/non-examples (Frayer model), highlight previous skills (conceptual learning can be helpful)
• Checkpoint #3: Guide information processing and visualization
  • Transform information into useable knowledge
  • Consider using explicit prompts for sequential processes, organizational methods (tables), multiple entry points, "chunk" information, progressive release (Modern Classrooms and mastery-based learning), and ditch the distractions!
• Checkpoint #4: Maximize transfer and generalization
  • Generalizing and transferring learning to new contexts
  • Students need multiple representations and differing levels of scaffolding
  • Consider using checklists, organizers, mnemonic devices (decrease cognitive load), explicit review, new ideas in familiar contexts

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