Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice Formative feedback to students is frequent, timely, and informs revision of work. Student work products The teacher uses formative assessments to Students provide constructive feedback to peers receive minimal feedback gauge what each student knows/is able to do. reflecting their progress toward meeting the related to the standard(s). standards. Students receive and understand specific, There is little evidence to frequent and timely documented feedback (e.g., Students independently generate show that feedback has written, recorded, visual) regarding progress rubrics. been timely or frequent. toward meeting the standard(s). Students independently self-assess using Feedback is corrective Feedback encourages students to reflect on their standards-based rubrics, and revise their work and does not learning. based on that self-assessment. revision. Standards-based rubrics frame feedback to Students self-monitor progress toward meeting Feedback affirms student students. learning standards (e.g., work samples, effort but does not portfolios, peer review). Students revise work on the basis of feedback. provide specifics on how Students design rubrics using clear, to address that need criteria with assistance from the teacher or improvement or how to peers. make strong areas even stronger. Feedback to students encourages perseverance and fosters efficacy and self-awareness. Feedback to students emphasizes effort and improvement, as opposed to competition. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice
Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Formative feedback to students is frequent, timely, and informs revision of work. Student work products receive minimal feedback related to the standard(s). There is little evidence to show that feedback has been timely or frequent. Feedback is corrective and does not revision. Feedback affirms student effort but does not provide specifics on how to address that need improvement or how to make strong areas even stronger. The teacher uses formative assessments to gauge what each student knows/is able to do. Students receive and understand specific, frequent and timely documented feedback (e.g., written, recorded, visual) regarding progress toward meeting the standard(s). Feedback encourages students to reflect on their learning. Standards-based rubrics frame feedback to students. Students revise work on the basis of feedback. Students design rubrics using clear, criteria with assistance from the teacher or peers. Feedback to students encourages perseverance and fosters efficacy and self-awareness. Feedback to students emphasizes effort and improvement, as opposed to competition. Students provide constructive feedback to peers reflecting their progress toward meeting the standards. Students independently generate rubrics. Students independently self-assess using standards-based rubrics, and revise their work based on that self-assessment. Students self-monitor progress toward meeting learning standards (e.g., work samples, portfolios, peer review). Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice
ImplementationGuide2016.docx