Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.

Differentiated instruction (DI) and Universal Design for Learning (UDL) are two multimodal strategies which utilize numerous student-centered activities in a single lesson. Respond to the introductory video on Universal Design linked on the Learning Objects page. Consider how the video content could inform an action research project to evaluate evidence-based and multimodal instructional strategies.

How could concept mapping, games, or simulation provide further accommodation and modification in differentiated instruction (DI)?
Which examples of multimodal practices have you personally observed or utilized in a learning environment? Explain in detail.