Kaleigh’s

Reflective
Journal
ED 602 Learner-Centered Education
 HELLO!
I’m Kaleigh Braverman.
I am here to reflect on my new
2

learning of the
Learner-Centered Model
(LCM). This topic is something
that I am passionate about, so
I look forward to gaining
knowledge!
 “
“Learner centered” is the
perspective that combines a
focus on individual learners...with
a focus on the best available
knowledge about learning and
how it occurs and about teaching
practices that promote the
highest levels of motivation,
learning, and achievement for all
learners.
SOURCE: McCombs and Whisler (1997)

3
 Strong student-teacher relationships

Student-Teacher Relationships
are key to student motivation and
academic success. I build relationships
with my students by holding community
meetings daily to bond as a class. After
recess each day, we cool down by sitting
in a circle on the carpet. Students take
turns leading the meeting each day,
choosing how the class will greet one
another, how we will share our morning
message answers, and what
team-building activity we will engage in
after sharing. The morning message is a 4
great way to get the kids excited about
community meeting as soon as they
arrive in the morning and engaged in an
activity for morning work. In addition to
community meetings, I also stay highly
involved in the wider school community.
I choreograph the school musical,
moderate the yearbook club, attend PTA
events, and so much more. This
encourages my students to come out
and be involved in positive activities and
allows me to get to know my students
outside of the classroom as well.
 Characteristics of a
Learner-Centered Teacher
1. Provides Choice 2. Believes in Students 3. Lifelong Learner 4. Builds Relationships
A learner-centered A learner-centered A learner-centered A learner-centered
teacher teacher will show teacher must be teacher strives to build
understands that students that he or she committed to relationships with all
students perform believes in them by modeling lifelong students in order to
best when given taking on the role of learning behaviors know students and
the opportunity to facilitator in the for their students. increase student
choose aspects of classroom. By giving Teachers should motivation. He or she 5
their learning. He students control of take on the role of understands that
or she builds in their own learning, learner as well in social/emotional
time for choice teachers hold students their classrooms factors matter just as
throughout the accountable and give because our much as academics in
school day in order them responsibilities students certainly the classroom.
to increase within the classroom. have a lot to teach
engagement. us.
I believe that I possess all of these characteristics. First, I provide choice to my students
through daily ELA rotations, community meeting topics, demonstration of knowledge, and more.
Second, I show my students that I believe in them each day, and students rise to the occasion to
meet my expectations. Third, I prove to my students that I am a lifelong learner by including my
students in my professional journey. Fourth, building relationships with students is something
that I truly pride myself on at this stage in my career.
Assessment
of Learner-
My Score Rubric
Learner-Centered Beliefs about Learners, Learning, and Teaching
Centered
Practices 3.8 3.2
(ALCP) Non Learner-Centered Beliefs about Learners 6

1.8 2.3
Non Learner-Centered Beliefs about Learning and Teaching

2.2 2.4
 Assessment of Learner-
Centered Practices (ALCP)
The information on the previous slide indicates my
scores compared to the rubric scores in each category
of the ALCP Teacher Beliefs Survey from McCombs and
Miller (2007). My scores tell me that I have more 7
learner-centered beliefs about learners, teaching, and
learning than I do non learner-centered beliefs. The
comparison of my scores to the rubric scores shows
me that I have more learner-centered beliefs about
learners, learning, and teaching than most individuals. I
am not surprised by this data because learner-centered
teaching is something that I am very passionate about
as an educator.
 Student Opinions
In the beginning of every school year, I engage in a conversation with my students about what they expect
out of their school year. We complete a carousel activity so each student can respond to each prompt
around the room. The prompts are written on posters to be hung around the room for reference throughout
the year. Some of the prompts include, “What do you need to be a successful learner? What are the
characteristics of an effective teacher? What do you want from your school?”
Student responses always vary, but certain things are constant. Similarly to the box on page 38 of McCombs
and Miller (2007), students want to have choices, to feel respected and cared for, to be a part of a
community, teachers who want them to do well, people to help them achieve their goals, etc. I am blown
away each year by the responses I receive during this activity. It is eye-opening to see that students are
invested in these topics from day one of the school year. I strive every day to uphold my part of the bargain
and give them what they need to be successful at school.

8
Reaching Difficult Students
When a student strikes me as difficult,
the first the I try to do is get to know the
student better. I examine just what it is
that makes him or her so “difficult” to me.
Once I know more about the student, it is
easier for me to form a relationship and
relate to the student. I try to find 9

something that the student and I

have in common and use that to
my advantage to bond with the
child. Lunch bunch has been great
to help me develop relationships
with students who challenge me in
the classroom. Sometimes a new
setting can change perspective!
BIG Something that was new to me
during learning this week were
the 4 domains and 14 principles
associated with
Learner-Centered teaching. Now,
I will be sure to incorporate these
CONCEPTS Learner-Centered Principles
(LCPs) into my daily instruction.
As I look at new lessons given to
New Learning About us through Baltimore County’s
Learner-Centered curriculum, I can evaluate them
10
based on these LCPs and make
Practices adjustments and improvements
as needed. I am looking forward
to my Learner-Centered Project
in this class because I am
interested in looking for evidence
of these LCPs inside my
schoolhouse since I know that I
work with many skilled colleagues
who are committed to this
practice.

Photo retrieved from
http://slideplayer.com/slide/6380689/.
According to William Glasser, there are
six conditions that need to be met in
order for students to produce quality
schoolwork. I believe that I could
improve upon condition number 2 in
my own classroom because at times, I
find that our curriculum becomes
repetitive. Instead of going through the
motions and having students complete 11
lessons for the sake of completing the
curriculum, I could make changes
based on students’ needs in order to
ensure that all work that I ask students
to complete is useful and meaningful.
If students have mastered the skill, we
move on. If we cannot find relevance in
a task, we scrap it.

Below: Students work
collaboratively in order to
research a chosen topic and
write a group essay in order to
answer a question of interest.
Our Classroom Culture
“
In our classroom, we begin creating relationships,
establishing expectations, and building a community
from the first day of the school year. Students quickly
learn that I am a teacher who is open about myself,
eager to learn about them, and passionate about their
education. We engage in community meetings daily to Above: Students begged me to
keep our classroom environment thriving throughout capture this photo in honor of
one of our classmate’s last day at
the school year. Students know that their voices will
our school before moving. The
always be heard and that student input and choice bonds they built are so strong!
within reason are top priorities in our classroom. We
build our core values through discussion and reflection,
thus strengthening our classroom culture by
encouraging students to make good choices. In our
classroom, we understand the importance of equity
because students have engaged in real world scenarios
in which equal doesn’t always mean fair.
12
 Achievement
Factors
Three factors that I believe connect to my students’ lowest achievements are health, parental involvement, and intrinsic
motivation. In terms of health, I currently know a large number of students who are suffering from mental health issues at the
moment, which negatively affects their sleep patterns, attention, appetite, etc. These students are dealing with more than
any child should deal with, and their academic achievement suffers because of it. In terms of parental involvement, many of
my students’ parents have many responsibilities such as work, family concerns, younger siblings, etc. that require their
attention much of the time. Unfortunately, some students skate by with average grades and little effort because their
academic achievement is not low enough to cause concern, however, the student is suffering because they are not being
pushed to their full potential. In terms of intrinsic motivation, I have noticed that some students have been exhibiting a lack of
effort, seeming as if they don’t care about school or their academic achievement. I believe that it is my job to help these
students develop this motivation by showing them the power of what they can do in the world at large with the education they
receive.
Three factors that I believe connect to my students’ highest achievements are relationships, access to literacy, and
opportunities to succeed. In terms of relationships, students build positive connections with teachers, administrators, and
peers within the school building, making them feel confident and safe in their environment. In terms of literacy, all of my
students have had access to literacy since birth, and most have had access to literacy in multiple formats such as print and
digital. In terms of opportunity, as students of Baltimore County Public Schools, my students are afforded opportunities that
other students in other places are not. In addition, being students of Vincent Farm Elementary affords my students even more
opportunities to show their success than students of other elementary schools in other areas of the county.

13
 Making Your Classroom
More Learner-Centered
1. Co-Learning 2. Self-Reflection 3. Lifelong Learner 4. Builds Relationships
Accepting the fact Another goal of mine in A learner-centered A learner-centered
that students and order to make my teacher must be teacher strives to build
teachers work classroom more committed to relationships with all
hand-in-hand to learner-centered is to modeling lifelong students in order to
co-create learning make more time for learning behaviors know students and
experiences is the reflection of myself and for their students. increase student
first step to a my teaching practices. Teachers should motivation. He or she 14
learner-centered I’d like to encourage a take on the role of understands that
environment. I recurring meeting learner as well in social/emotional
would like to make among my grade-level their classrooms factors matter just as
it a goal of mine to colleagues in order to because our much as academics in
allow my students discuss the students certainly the classroom.
to be more involved implementation of the have a lot to teach
in the creation of LCPs in our us.
learning tasks classrooms. Just as we
rather than just in ask each other for
the completion of support with lesson
them. This would planning, we can work
make the learning together the support
more meaningful. best practices.
 Making Your Classroom
More Learner-Centered
1. Co-Learning 2. Self-Reflection 3. Feedback
Accepting the fact Another goal of mine in Timely, specific
that students and order to make my feedback is imperative
teachers work classroom more for teachers to give
hand-in-hand to learner-centered is to students, but it is also
co-create learning make more time for important that we given
experiences is the reflection of myself and students the opportunity
first step to a to collaborate and 15
my teaching practices.
learner-centered I’d like to encourage a provide feedback to one
environment. I would recurring meeting another through
like to make it a goal among my grade-level peer-assessment. This
of mine to allow my colleagues in order to promotes positive social
students to be more discuss the interaction, gives
involved in the implementation of the students choice and
creation of learning LCPs in our classrooms. control in the classroom,
tasks rather than just Just as we ask each and leads to higher
in the completion of other for support with achievement in students.
them. This would lesson planning, we can Another goal to add to my
make the learning work together the list of ideas for aligning
more meaningful. support best practices. my classroom with the
LCPs.
My Story
I grew up very similarly to many of my students with a
loving family, everything I needed, and not much to Left: Students in
want for. However, I attended private, Catholic school Mrs. Wagner’s
Kindergarten class at
in New York my entire life, beginning at the age of 4. St. Patrick School
My experiences in private school have taught me so Smithtown (I’m the
much about myself as a learner, and I have kept this one in the pink in the
awareness with me ever since. I believe that my middle row). This was
Catholic school upbringing led to my ability to develop the year that I met
such positive relationships with my students. some of my best
friends. This was the 16
Attending schools with small class sizes allowed me
year that I made my
to get to know my teachers and peers on a level that first meaningful
most don’t have the privilege of achieving. The values connection with a
instilled in me by my effective teachers throughout teacher. This was the
my formative years have impacted the positive year that I decided I
influence that I have on my own students. I have built would become a
upon their teaching strategies and new best practices teacher “when I grew
up” and never looked
in teaching in order to reach my students even more back.
effectively than my teachers reached me as a child,
and that is something that I will continue to do as an
educator throughout my career.
 Rita Pierson’s Ted Talk regarding the importance of human
connections and relationships on student motivation and achievement
is truly moving. Her ideas connect to the core of the LCPS, but in
particular, I believe that they best connect to LCP #7 and LCP #11.
Under Domain 2 (Motivational and Affective Factors), LCP #7 states
that student achievement depends on motivational and emotional
influences. Teachers can help motivate and engage students who
seem to lack intrinsic motivation by giving them confidence and

“Every child pulling them up when they are down. Rita Pierson references a time
when a student answered all questions but 2 incorrectly on his paper.
When she graded it, she wrote “+2” with a smiley face, and the student
deserves a
17
was confused because he thought she would be unhappy with him.
Instead of discouraging him and “sucking the life out of him” as she
champion.” would say, she told him he was on a roll and would reflect on his
learning to improve next time. Under Domain 3 (Developmental and
- Rita Pierson Social Factors), LCP #11 states that social interactions and
interpersonal connections are key to enhancing learning. Positive
student-teacher and peer relationships lead to academic success.
SOURCE: Rita Pierson references this theme throughout her Ted Talk, noting
https://www.ted.com/talks/rita_pie that every child needs someone in their corner. Every child needs to
rson_every_kid_needs_a_champion know that they have someone on their side in the school house.
Diagram to show
the stages of the
Understanding by
Design process

Photo retrieved from

http://ahiltonatc.blogspot.
com/2016/06/outcomes-vs
-learners-comparing.html.

18
Possible Difficulties
If teachers waited to create assessments near the
conclusion of a unit of study instead of while planning
the unit, instruction would be dull and unfocused.
Teachers would end up at the conclusion of a unit with a
limited set of formative assessments for students, 19
forcing the performance assessment to be the
end-all-be-all for a student’s achievement grade. If
teachers waiting to create assessments, assessments
and instruction would also lack alignment. With
appropriate alignment between stages 1 and 2 of UbD,
teachers can ensure that all important goals identified in
stage 1 are properly addressed. This creates a coherent
learning plan for both teachers and students.
 “
Photo retrieved from
Why is alignment important? https://www.toolshero.com/str
ategy/business-it-alignment/.
It is important that unit goals,
assessments, and instructional plans are
coherent and aligned in order to ensure
more focused teaching and learning.
Alignment helps teachers to think
purposefully about curriculum and
instruction in order to deepen students’
understanding and transfer of learning.
When all 3 stages of UbD are aligned,
teachers can be sure that all unit goals are
assessed properly after being thoughtfully
instructed. Students also are sure of the
purpose of their learning and how the
instruction is relevant to their lives outside
of the classroom.
Photo retrieved from
https://tinyurl.com/y9sxse8c.
20
 As stated in the reflection question, “The Understanding by Design

How do the process results in more clearly defined and wisely blended
short-term and long-term goals…” This supports LCPs 1 and 2 (nature
of the learning process and goals of the learning process) because
outcomes of these LCPs reference learning as a natural process of constructing
and pursuing meaningful goals, both short-term and long-term.

UbD support
Students become an active participant in their education and
assume responsibility for their learning, while educators guide
students to create goals that are consistent with their personal and

the LCPs? educational aspirations and needs. The reflection question also
stated, “The Understanding by Design process results in...the 21
transfer of usable content...” This supports LCP 3 (construction of
knowledge) because this LCP discusses learners connecting new
knowledge to prior and future knowledge in order to use this linked

UbD knowledge in meaningful ways transferred to new situations both in

and out of the classroom. Lastly, the reflection question stated, “The
Understanding by Design process results in...more appropriate
assessments, and more purposeful teaching.” This connects to LCP
14 (standards and assessment) because this LCP takes into account

LCPs
students individual differences in order to create achievement
standards and ongoing assessments that are challenging and
provide effective and specific feedback to learners.
 “
Do you agree with these statements?
I do not agree with these statements because in
my opinion, the curriculum in Baltimore County is
designed in such a way that the focus is on the
“The curr
iculum
often pos
es
standard and goal being addressed rather than
the process of getting there. Although lesson
barriers.”
plans are provided for us with shared learning

c u l u m is
r r i activities, my administration supports the
“The cu
“The cu decisions made by teachers who know their
rriculum
d.”
disable
students well to change the process of learning as
is not fl
long as goals and standards are being adhered to.
In addition, the curriculum designed for us takes
exible.”
ur r i c u lum into account variabilities among learners by

“The c at h e r
scaffolding instruction for 3 different levels of

ts r readers - below, on, and above grade level. Lastly,

preven o rts
learning goals identified within the curriculum for
u p p
than s
5th grade ELA are worded in such a way that the

l ea rn i ng “how” is never fixed. In the end, there are usually

l
optima
multiple ways in which a student can choose to

ie n c e s.” represent their learning on a topic.

exper 22
 Photo retrieved from Photo retrieved from
The Process of Mastery https://tinyurl.com/ybvg9vyw. https://tinyurl.com/ycjtp9v6.

One area in which I have achieved mastery is reading.

The process of developing my expertise was not
easy, and it certainly did not happen overnight.
Starting as a toddler, my parents exposed me to
literacy. When I began school, I was taught how to
read, but I also found a passion and love for it that I
hadn’t known before. I practiced more and more,
reading as much as I could to aid my comprehension
and fluency. When I came across difficulties, I used 23
the strategies my parents and teachers had
taught me, and when I mature enough, I
created strategies of my own that I found
helpful when needed. I was highly motivated
and engaged in my reading, and I
continuously used my tools and
resources in order to grow as a reader.
Although I have reached mastery of this skill, I
still challenge myself to build my knowledge
base through the use of my skill. I am still the Photo retrieved from
same highly-motivated reader I was as a kid. https://tinyurl.com/yakmlkoe.
 What does growth mindset
mean to me professionally?
To me, growth mindset means having an understanding that
there is always more learning to be done. Since my brain is
constantly making new connections the more that I work or
engage with a problem, I know that it is essential for me to
continue to seek answers. Although I am now the teacher, I
understand that I will never have all the knowledge. I actively 24
reflect on my learning and take feedback from colleagues to
improve my work. In this ever-evolving
profession, I understand that as an
educator, I must be constantly engaging in
professional development using the power of
yet to improve upon best teaching practices.

Photo retrieved from

https://tinyurl.com/yagh7pt7.
“Teachers need to be expert learners
themselves, continuously growing
and changing.” (UDL, page 22)
In my opinion, teachers need to be expert learners
themselves in order to model positive learning
expectations for their students. If teachers are
transparent about their continued learning and
development in their profession, students would see
someone to look up to in regards to being a lifelong Above: Photo
learner. Teachers can show students what it means to retrieved from 25
be truly motivated and engaged in learning, how to be https://www.aewe
llness.com/lifelong
strategic in finding answers to questions, and how to -learner/.
self-regulate and monitor progress towards a goal. In
addition, being an expert learner not only benefits our
students, but it also benefits us as teachers. By being
an expert learner, teachers are continuously seeking
best practices for teaching and learning. We become Left: A photo that a
the best educators that we can be by engaging in colleague took of me
lifelong learning, which allows us to stand out among during our first
graduate class at
others and help our students to the best of our Loyola University.
abilities.
“The Myth of
Average”
Photo retrieved from
https://tinyurl.com/ycxupk57.
Are people typically
average in EVERY
area listed above?
The myth of average is the concept that a true average does not
exist. Through the use of a fighter pilot analogy, Rose explains
how students do not benefit from instruction tailored towards the
“average” student. Students have many talents in many areas, and
there is no standard of comparison. In order to meet the needs of
all these students, educators must ban the average and address
the edges when planning for instruction. Curricula and classroom
materials must be accessible to all in a way that can be used
effectively for learning. Rose spoke about how technology can be
used in the simplest of ways in order to overcome certain 26
challenges of banning the average. Since the technology is already
here, educators just need to know how to use it wisely. Through
the use of technology and best practices, teachers can
differentiate instruction, teach to the edges, and effectively reach
all students without losing any students’ talents along the way. I
believe that Baltimore County and specifically Vincent Farm are
doing a great job at addressing the myth of average. Through the
use of learner-centered practices and one-to-one devices in our
classrooms, students are able to overcome obstacles that they
encounter in order to enhance learning.
 What I Learned From Carol
Dweck’s Ted Talk...
1 Students with a fixed
mindset are known to
2 Educators should
reward process
3 Growth mindset can
lead to equality. Studies
run from difficulty, instead of result in have shown that
while students with a order to promote students who are
growth mindset higher engagement engaged in a classroom
process difficulty, learn and effort in students. “steeped in yet”
from it, and apply what The example of the succeed beyond
they learned. The visual new math game comparison despite 27
of the measure of brain developed in which race, socioeconomic
activity in students’ students earn points status, etc. Before
brains as they by being persistent, listening to Dweck cite
encountered an error using new strategies, examples of students
was eye opening. The and coming to an from difficult
student with the fixed answer showed that backgrounds who have
mindset didn’t engage when students expect outperformed others
at all with the problem; to be commended on based on their
however, the brain of their process, they application of growth
the student with the tend to put forth more mindset, I had never
growth mindset looked effort and have a thought of equality as a
as if it were “on fire” heightened focus on benefit of the power of
with activity. the task at hand. yet.
 Traditional curriculum focuses primarily on the

Recognition Network.
Traditionally, curriculum has focused on the “what” of learning
instead of the “how” or “why.” Rather than focusing on the process
of learning, teachers and students focused on the product of
learning, which was often memorization or recognition of topics
presented in class.
For example, students have traditionally been required
to learn their multiplication tables by memory, using
flash cards and timed drill tests. Now, teachers focus
on the multiple ways to solve a single multiplication
problem and encourage students to create meaning Photo retrieved from
instead of rote memorization (while still becoming https://tinyurl.com/
fluent in math facts). ya88g2ov.
Affective Network
The affective network of the brain is
responsible for emotional
processing. It relates to the parts of
the brain that control feelings, and Photo retrieved from
https://tinyurl.com/
studies have shown that positive hfv3k5q. 29

affirmations to students boost their

morale and reflect positively on their
academic achievement. The
affective network is specialized,
heterarchical, and variable, all having
an impact on students’ attitude,
motivation, and readiness to learn.
Recognition Network
The recognition network of the brain
is responsible for sensory
processing. It allows us to recognize Photo retrieved from
and understand different sights, https://tinyurl.com/y
bw4pl8u.
sounds, smells, tastes, and feelings, 30

acquire knowledge, and make

meaning of what we learn. This
network is also specialized,
heterarchical, and variable, and it is
often thought of us the content or
“stuff” that we teach our students and
want them to know.
Strategic Network
The strategic network of the brain is
responsible for planning and
self-regulating. When you are acting
strategically, you are able to set a
goal, make a plan to achieve the goal, Photo retrieved from
act on the plan, monitor progress https://tinyurl.com/y
8b98ehw. 31
throughout the activity, and make
adjustments to the plan as needed.
The strategic network comes into
play in both the simplest and most
complex actions and, like the other
brain networks, is specialized,
heterarchical, and variable.
 “
Systematic Learner Variability:
Why is it important for educators?
It is important for educators to know about
systematic learner variability because this
understanding helps them to implement
UDL in order to meet the needs of all
students. It allows educators to effectively
Photo Caption: Knowing plan instruction that takes into account
that there is a potential potential barriers to learning. Since
barrier allows us to plan and curriculum is often rigid and designed to
prepare for it. For example,
the “average” student, it is important to
if you know you will
encounter a wall, you can design curriculum that supports learner
bring a ladder in order to variability by preparing for systematic
overcome the obstacle. differences in learners at different
developmental stages. This knowledge
Photo retrieved from allows educators to be flexible and meet a
https://tinyurl.com/yd46w wider range of students.
n8d.
32
Multiple Means of Engagement

Provide Options for Self Regulation

● Develop self-assessment and
reflection
33

To meet this checkpoint, I will provide

checklists for students to perform
self-assessments before obtaining a
peer-assessment and eventually turning in
their assignment to me. After completing the
checklist, students will reflect on their work
and make edits or revisions.
Multiple Means of Representation

Provideo Options for Comprehension

● Guide Information processing and
visualization
34

To meet this checkpoint, I will provide

graphic organizers or templates for
note-taking in order to help my students
process the information they are learning
and organize it in a visually appealing and
effective way.
 Multiple Means of
Action and Expression
Provide Options for Expression and
Communication
● Use multiple tools for
construction and composition 35

To meet this checkpoint, I will allow students

to choose the tool that they would like to use
to demonstrate their knowledge. The tools
available will include PowerPoint,
ActivInspire, Wixie, paper and pencil, etc.
 Photo retrieved from
https://tinyurl.com/ycohfpgm.

From a UDL perspective,

effective goals are goals that:
● separate the means from
the ends
● consider all 3 learning For example…
networks
“Students will analyze how
● challenge all learners characters react to situations in
● actively involve all learners order to compare and contrast
two characters in a text.”

36
Two Types of Assessments
Poorly Designed
Students were required to
read The Odyssey with
instruction. After reading,
students were required to
complete a written test
pertaining to the story
including comprehension
questions.
Photo retrieved from
https://tinyurl.com/y9aw3u78.
UDL-Friendly
Students are required to read
The Odyssey with instruction.
The book is provided in hard
copy, e-book, chunked text,
etc. to meet the varying
learning styles of all students.
After reading, students are
37
required to demonstrate their
understanding of the story by
choosing 3 out of 5 discussion
questions to answer in their
chosen modality. Students are
encouraged to write an essay,
create a PowerPoint, make a
video, etc. to show their
learning.
 After watching the presentation “From Bach to Lady
“From Bach Gaga” by Dr. Rose, I would give it 3 stars. I would give
it 3 stars because although I understood the overall
to Lady message of the video, I felt that the concept was
Gaga” difficult to follow with the musical emphasis. I was
- Dr. Rose very distracted and disengaged during the music
portions, but I was hooked when Dr. Rose spoke
directly to the UDL guidelines and principles. I 38

appreciated Dr. Rose’s perspective on disability and

Photo retrieved from
https://tinyurl.com/y8xkb5ad.
ability, and I especially liked his example of his wife
having perfect pitch. Dr. Rose’s concept of including,
challenging, and involving all students, especially
those with disabilities is inspiring and helps to drive
home the importance of implementing the UDL
framework.
 Things I Learned From
Practitioners in Chapter 7
UDL Curriculum Design
Teachers must plan for
typical learner variability
from the start, even
without knowing much
about their students. With
a well-planned lesson, a
UDL educator can use the
guidelines to shape their
instructional goals.
Instructional Adjustments
UDL-oriented teachers can
make changes to their 39
instructional plan as
necessary due to the
relationship built between
teacher and student.
Teachers make decisions
based on what their
students need in the
moment.
I believe UDL will
allow me to better
reach all of my
students and
address their
varying learning
needs.
 “
UDL is included in Common Core
Standards in the section called
“application for students with
disabilities.” Although this is the
only place that UDL is specifically
mentioned in the Common Core
Standards, the framework aligns
to many areas of the Common
Core Standards and the
principles are useful to all
students, not just students with
disabilities.
41
 One concern I have
about implementing
UDL is losing too
much control of my
students’ learning by
providing increased
student choice.
 “
The most significant
learning I have had about
UDL is that the use of
technology is not
necessary in order to
successfully implement
the UDL framework in
your classroom.

43
Conclusions from ED602
Leaving this class, I am confident that I will use the
information I have learned to make me a better
teacher in the future. Specifically, I will use the 14
learner-centered principles as a guide to creating
a classroom environment in which my students
truly are at the center. I will also use the 44

Understanding by Design process when

long-range planning with my teammates for the
completion of our curriculum, setting goals
backwards mapping our units. Finally, I will utilize
the Universal Design for Learning framework to
plan for learner variability and provide options for
my students in terms of engagement,
representation, and action and expression.
 THANKS!
Any questions?
45

You can find me at:

Twitter- @Mrs_Braverman
kmfield@loyola.edu
kbraverman@bcps.org
kaleighbraverman@gmail.com