Every student deserves an equitable opportunity to learn in our classroom. Jennifer Pusateri joins us to share how her work with universal design for learning (UDL) helps remove barriers to learning for students. We re-examine our assumptions for how a classroom must run and find ways to provide options for each learner in our room.
Later, we debate how useful metadata can be for supporting student motivation. A new study suggests we have a new way to measure self-efficacy in mathematics, but how is that different from what we already observe in the classroom?
Finally, our Hot Off the Presses segment looks at how a new California law has banned suspensions for “willful defiance”.
- First Segment – 02:13 – Universal Design for Learning
- Second Segment – 26:57 – Using Assessment Metadata
- Third Segment – 37:39 – California’s State-wide Suspension Ban
Cover image by Didriks
Universal Design Consultant
University of Kentucky
Kinsella, W. (2018). Organising inclusive schools. International Journal of Inclusive Education, 1-17.
- Can Item Response Times Provide Insight Into Students’ Motivation and Self‐Efficacy in Math? An Initial Application of Test Metadata to Understand Students’ Social–Emotional Needs
Soland, J. (2019). Can Item Response Times Provide Insight Into Students’ Motivation and Self‐Efficacy in Math? An Initial Application of Test Metadata to Understand Students’ Social–Emotional Needs. Educational Measurement: Issues and Practice, 38(3), 86-96.
- About Universal Design for Learning (CAST)
- Teaching Every Student in the Digital Age: Universal Design for Learning (ASCD – Rose 2002)
- Novak Educational Consulting (Katie Novak)
- Item Response Theory (Columbia University)
- Introduction to Restorative Justice (Center for Justice and Reconciliation)
We drink Gran Sport, a porter from Coop Ale Works in Oklahoma City, OK.