TITLE

Bartholomew's Elevated Path Leads Through UDL

AUTHOR(S)
VAN HORN, GEORGE; QUICK, JOHN; JENSEN, BILL
PUB. DATE
November 2015
SOURCE
School Administrator;Nov2015, Vol. 72 Issue 10, p33
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
The article discusses how Bartholomew Consolidated Schools in Columbus, Indiana has adopted the universal design for learning (UDL) as its framework for instruction and curriculum. Topics discussed include the alignment of UDL with the state's requirements for a teacher evaluation process, the school district's focus on individualized learning and the positive outcomes of UDL.
ACCESSION #
110737190

 

Related Articles

  • Solving America's Math Problem. VIGDOR, JACOB L. // Education Next;Winter2013, Vol. 13 Issue 1, p42 

    The article discusses the need to adapt the curriculum for mathematics to the varying instructional needs of students in the U.S. Based on data from the American Community Survey of 2009 and 2010, attempts to homogenize the mathematics curriculum in secondary schools have affected the...

  • INSPIRED: CURRICULA FOR THE FUTURE. Hambrook, Ellen; Schreiber, Gaylene // ATA Magazine;Summer2013, Vol. 93 Issue 4, p4 

    The article focuses on the curriculum of the K-12 system of the Alberta Education which is a collection of lived experiences and is a tool that shape and support children's learning and development in reaching their potential. It mentions that students of Alberta Education through Curriculum...

  • Differentiated Contracts: Giving Students Freedom to Learn. Duncan, Tisha Admire // Kappa Delta Pi Record;Oct-Dec2013, Vol. 49 Issue 4, p174 

    The article explores how differentiated instruction can help meet the individual needs of students and provide them with the freedom to learn. In differentiated instruction, the teacher actively work and collaborate with students to develop positive learning environments. The teacher and...

  • Advocacy by Discussion: Dialogues About Differentiation. Kaplan, Sandra N. // Gifted Child Today;Winter2006, Vol. 29 Issue 1, p35 

    The article discusses issues about differentiation which can be used to stimulate discussion and advocacy efforts in gifted education. It outlines questions to initiate discussions that focus on defining the differences between scholarship and scholarliness. It suggests that a differentiated...

  • Effects of Computer-Aided Personalized System of Instruction in Developing Knowledge and Critical Thinking in Blended Learning Courses. Svenningsen, Louis; Pear, Joseph J. // Behavior Analyst Today;Jan2011, Vol. 12 Issue 1, p33 

    Two experiments were conducted to assess an online version of Keller's personalized system of instruction, called computer-aided personalized system of instruction (CAPSI), as part of a blended learning design with regard to course knowledge and critical thinking development. In Experiment 1,...

  • Curriculum Consequences: If You Learn This, Then…. Kaplan, Sandra N. // Gifted Child Today;Winter2008, Vol. 31 Issue 1, p41 

    The article discusses ways on how to address the issue of curriculum consequences in gifted education by incorporating the concept of learning the consequences of skills and content as an important feature of a differentiated curriculum. The features of a differentiated curriculum are also...

  • What Schools Are Doing. Wagner, Guy // Education;Apr/May1968, Vol. 88 Issue 4, p374 

    The article provides guidelines for developing elementary education curriculum guides. These are as follows: cooperative teacher-pupil planning is strongly encouraged; emphasis is placed upon the inquiry method and problem solving; use of a wide variety of experiences and sources of information...

  • Personalized Instruction: How New Is It? Mickelson, John M. // Education Digest;Nov1972, Vol. 38 Issue 3, p38 

    This article focuses on the individualization of instruction in the U.S. Today there is a renewed interest in the individualization of instruction and in "personalization," the term used to describe a particular approach to individualized instruction. However, these concepts are not new to...

  • PERSONAL POWERS vs. INDIVIDUAL DIFFERENCES. Frazier, Alexander // Educational Leadership;Mar1967, Vol. 24 Issue 6, p481 

    Presents the author's views about the individualization of instruction in the U.S. View of the author that the primary task of teaching is to place the student on the track at the right point; View of the author that individualizing instruction is something one can only do by regrouping age...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics