Handbook on Personalized Learning for States, Districts, and Schools.

concepts. Handbook on Personalized Learning 242 Core CRA Supports and Related Personalized Learning Supports Implemented by Teacher Alignment With UDL Guidelines and Personalized Learning Elements All three CRA phases • guide information processing by providing alternative means to comprehend abstract information • provide progressive scaffolds that maximize transfer and generalization of knowledge and skills Related personalized learning supports implemented by teacher: • Flashcard activity provides reinforcement to all students while specifically supporting students with disabilities • Charts and mnemonics activate background knowledge and support transfer and generalization UDL Guideline 1: Options for perception UDL Guideline 3: Options for comprehension Personalized learning elements: varied instructional strategies, cognitive and metacognitive personal competencies CRA instructional process builds fluency by providing graduated levels of support for practicing problem solving in repeated and varied ways Related personalized learning supports implemented by teacher: • Teacher provides access to tools and assistive technology as appropriate (e.g., iPad apps, calculator); use of iPad apps helps minimize threats and distractions for student with autism • Resources such as organizational chart and mnemonics facilitate information management • Students are given options at various points (e.g., to work individually or in pairs, to use physical or digital tools) • Students can make choices about which CRA strategy to use when completing individual work in the abstract phase UDL Guideline 4: Options for physical action UDL Guideline 5: Options for expression and communication UDL Guideline 6: Options for executive functions UDL Guideline 7: Options for recruiting interest Personalized learning elements: varied pace of instruction; instructional choice based on learning preferences and interest; cognitive, metacognitive, and motivational personal competencies Working in pairs fosters collaboration between students, providing peer support for learning process Related personalized learning supports implemented by teacher: • Teacher determines how to pair students to optimally support students with disabilities • Process places emphasis on student mastery of concepts; students have opportunities to practice and get teacher feedback in independent phase UDL Guideline 8: Options for sustaining effort and persistence UDL Guideline 9: Options for self-regulation Personalized learning elements: individualized and varied instruction, varied pacing, motivational and social/emotional personal competencies Note: UDL Guidelines v 2.0 can be downloaded at http://www.udlcenter. org/aboutudl/udlguidelines CRA = concrete–representational–abstract; UDL = Universal Design for Learning. Using Universal Design 243 Personalized Learning: Preteaching Vocabulary Ms. B. starts by implementing a learning support that students can benefit from before she employs specific CRA strategies. Realizing that many students, including those with learning disabilities, will benefit from revisiting key vocabulary related to this unit on solving algebraic equations, she preteaches vocabulary words (e.g., variable, equation, equal) using student-friendly language and symbols to help support understanding. To give students an opportunity to practice the vocabulary, she asks them to create flashcards and gives them the choice of practicing with a partner or individually. These practices are consistent with UDL guidelines on providing options for language and comprehension (UDL Guidelines 2 and 3) and providing students with choices (UDL Guideline 7). For the student with autism, who uses apps on a tablet device as part of his IEP, Ms. B. provides the option to create and use flashcards on an iPad. In this way, she addresses this student’s needs by providing access to tools and assistive technologies (UDL Guideline 4) and minimizing threats and distractions (UDL Guideline 7). These personalized learning practices provide individualized supports, integrate instructional choices, utilize appropriate technology tools, and support the development of cognitive and metacognitive personal competencies.