Jacqueline Harmon, Educator

 Universal Design for Learning (UDL) makes learning beneficial for everyone. The current education models most schools have implemented are closed-ended and only work well for a section of the student population with the rest trying to fit a mold that they were not made for. Universal Design is a new way of operating; it provides the framework for flexibility and support so that all students can thrive and succeed.   When learning about Universal Design many immediately jump to the conclusion that is only designed for those with disabilities, but that is not true. Universal Design does benefit people with disabilities, but the idea is that everyone benefits from it. The flexibility that UDL offers students means that everyone can utilize their strengths and work through their weaknesses in a healthy manner; one in which their whole self is supported and not just the parts that align with the traditional school format. In UDL, the students’ needs are taken into consideration and th

Art poster Infogram If creativity is something that is desired for education, then providing a learning environment conducive to it is very important. As knowledge of the best practices for teaching grows, the memorization and recitation of facts and information that has been a feature for education for so long is being replaced by more effective strategies that develop skills like problem-solving, collaboration, and creativity. It states in the Gura text that “students need to have some time allocated for investigation, experimentation, seeking and reflecting on feedback, revisions, and imagining” (Gura, 2016, p.64). For this to be possible for students, teachers need to provide a creative learning environment; “one that fosters the development of creativity and innovation” (Gura, 2016, p.55). Also, part of this new knowledge about education is the realization that there is no one right way to learn. In the book How People Learn II (2018) memory and its’ functions in learning are di

  Part I   Authentic Intellectual Work consists of gaining and using knowledge in a more meaningful and original way. In the article, the authors summarize it as “construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school (Newmann et al., 2007).” It is a way of approaching education with the goal of educating the student for every aspect of their life, not just their time in school. This is a contrast to the typical education practices in schools today. Students are expected to simply memorize information and comply with their teachers’ expectations, with a focus only on the information that is needed for testing and to accomplish educational standards. Authentic Intellectual Work will produce successful people, not just successful students.   The components of Authentic Intellectual Work the article introduces are not separate elements, but three intertwined aspects of gaining and using knowl