MA DOE Project FOCUS Academy: CAST’s Online UDL Course
Course Bibliography
Required Text: (available online at http://www.cast.org/teachingeverystudent/ideas/tes/)
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002.
Course 1: Session 1
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapter 1]
Ensuring that all students achieve the same high standard of learning would be much easier if you
could quickly and easily customize lesson plans and curriculum materials to each student’s needs,
interests, and skills level. Here’s a book that explains how to make that ideal a reality. Explore the
concept of Universal Design for Learning and how it can help you meet standards while you address
the unique needs of each student. Drawing from brain research and the power of digital technology,
the authors explain how to set appropriate goals for every student, choose the teaching methods and
materials that give every student optimum instructional support, and ensure the fair and accurate
assessment of every student’s progress.
A school case study, a set of templates, and links to online resources get you started in applying the
concepts to your classroom are included. A companion web site offers interactive experiences,
classroom videos, lessons, online discussions, interviews with experts, student case stories, resource
links, and more in-depth information.
Getting to know you the UDL way: Cooking an Indian Dinner. CAST, Inc., Wakefield, MA.
http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=12.
In this online activity, we invite you to learn about your own three brain networks by imagining
yourself working on a group project.
Stahl, S. (2005). Universal Design for Learning pre-test. CAST, Inc., Wakefield, MA.
A pre-assessment test for UDL awareness consisting of multiple choice and short-answer questions.
_____. (2005). Technical skills survey. CAST, Inc., Wakefield, MA.
A short technical skills assessment for course participants.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Course 1: Session 2
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapter 2]
See previous description.
Izzo, M. UDL elements of good teaching. Ohio State University.
http://telr.osu.edu/dpg/fastfact/undesign.html.
Universal design is an approach to designing course instruction, materials, and content to benefit
people of all learning needs without adaptation or retrofitting. Universal design provides equal access
to learning, not simply equal access to information. Universal Design allows the student to control the
method of accessing information while the teacher monitors the learning process and initiates any
beneficial methods.
Reinberg, S. E. The Recognition Factor. (2003.) ScoutNews, LLC.
http://www.healthscout.com/template.asp?page=newsdetail&id=512149&ap=1
This article describes new discoveries in the brain’s recognition areas; the study it is based on presents
evidence that the part of the brain that recognizes faces features is also used to recognize other objects.
Crowley, M. Inventing Intelligence. (2005.) Science and the City, New York Academy of Sciences, New
York, NY.
This brief describes researcher Jeff Hawkins’ understanding of intelligence: “one based on the way the
brain uses patterns as predictive shortcuts.” The connection between artificial intelligence and the
study of biological intelligence is examined.
_____. Science Finds New Patterns. (2005.) UC Davis News & Information.
http://www.news.ucdavis.edu/search/news_detail.lasso?id=7510
This article gives an overview of new developments in pattern analysis and describes how it can
provide “insight into how humans—and machines—learn from their experiences.”
Henderson, R. The Thatcher Illusion. http://members.tripod.com/~RBHcognitions/thatc1.htm
An example of an inverted face illusion with a brief explanation.
_____. Perceptual illusions web page. (2005.) Posted by students of cognitive psychology, Rensselaer
Polytechnic Institute. http://www.cogsci.rpi.edu/cogworks/cogpsy/illusions.html
A selection of illusions gathered by cognitive psychology students, with descriptions for each illusion
of what happens and why.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
_____. Photograph of Margaret Thatcher. http://www-users.york.ac.uk/~pt2/thatcher2.gif
The Class Learning Profile Template supports you in creating a learning profile for the students in
your class. Understanding the qualities, including strengths, needs, and interests, that students bring to
the curriculum is an important part of building a UDL classroom. You can download it in Microsoft
Word or PDF Format, to use on screen or in print.
Rose, D. & Meyer, A. UDL Class Learning Profile Template. (2002.) From Teaching Every Student in the
Digital Age: Universal Design for Learning, ASCD.
http://www.cast.org/teachingeverystudent/tools/classprofiletemplate.cfm
From the web page: “The Class Learning Profile Template supports you in creating a learning profile
for the students in your class. Understanding the qualities, including strengths, needs, and interests,
that students bring to the curriculum is an important part of building a UDL classroom.”
Collection of illusions. (1997.) Illusion Works, LLC. http://psylux.psych.tudresden.de/i1/kaw/diverses%20Material/www.illusionworks.com/
A “collection of optical and sensory illusions” presented at two levels: introductory and advanced. The
introductory level includes simple explanations of the illusions, and the advanced level includes more
complex explanations.
_____. Biological Basis for Reading Disability Discovered. (1998.) Proceedings of the National Academy
of Sciences, published in LD Online Newsletter.
http://www.ldonline.org/ld_indepth/reading/biobasis.html
This report details research providing evidence that dyslexia is caused by differences in brain function
in people who have it. The study cited showed that non-dyslexic readers process information
differently than those with dyslexia.
Course 1: Session 3
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapter 3]
See previous description.
_____. Paul Smith’s web site. paulsmithfoundation.org. http://www.paulsmithfoundation.org/index.html
This web site describes the art and life of Paul Smith. Smith used the typewriter in new and innovative
ways in order to communicate and to create.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Zelazo, P. D. What is Executive Function? AboutKidsHealth.
http://www.aboutkidshealth.ca/ofhc/news/SREF/4144.asp
This article, taken largely from Zelazo and Muller’s Handbook of Childhood Cognitive Development,
provides an introductory explanation of executive functioning in the brain and its development.
_____. The Tower of Hanoi. From Psychological Science: The Mind, Brain, and Behavior. (2003–2006.)
W.W. Norton & Company. http://www.wwnorton.com/psychsci/activity/ch8_activity.htm#hanoi
The Tower of Hanoi is a well-known mathematical puzzle that tests strategic planning. These web
pages present the original exercise, provide explanations, and offer a series of related discussion
questions.
_____. The Stroop test. (2001.) Environmental Psychology Lab, School of Natural Resources and
Environment, University of Michigan.
http://www.snre.umich.edu/eplab/demos/st0/stroopdesc.html
This web site explains and presents the Stroop Test, a mental process activity that measures cognitive
inhibition.
Rose, D. & Meyer, A. UDL Class Learning Profile Template. (2002.) From Teaching Every Student in the
Digital Age: Universal Design for Learning, ASCD.
http://www.cast.org/teachingeverystudent/tools/classprofiletemplate.cfm
See previous description.
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapter 2]
See previous description.
_____. Eskimo helmet. Antiques Roadshow. (2002.) WGBH, Boston, MA.
http://www.cast.org/udlcourse1/roadshow.avi
This segment from an episode of the Antiques Roadshow TV series presents an expert evaluation of an
Alaskan native hunting helmet from the 19th century.
_____. University of Pittsburgh Scientists Identify How Brain ‘Gets Ready’ to Perform. (2000.)
University of Pittsburgh Medical Center/ScienceDaily.com.
http://www.sciencedaily.com/releases/2000/11/001110073113.htm
This article discusses the prefrontal cortex and its role in effort-based learning.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Course 1: Session 4
Ivey, G. & Fisher, D. Learning from what doesn’t work. (2005). ASCD.
This article describes five ineffective reading instruction strategies along with examples of why a
particular strategy does not succeed with students and/or struggling readers, as well as alternative
strategies that are successful with which to replace the ineffective strategies.
Farmer, D. ‘Flow’ & Mihaly Csikszentmihalyi. (1999).
http://www.austega.com/education/articles/flow.htm
This short piece summarizes and explains the work of Mihaly Csikszentmihalyi on the concept of
‘flow’ and engagement in learning. The author includes commentary on motivation as part of his
conclusion.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Steele Shernoff, E. Student Engagement in High
School Classrooms from the Perspective of Flow Theory. (2003.) School Psychology Quarterly.
http://www.qlrc.org/pmachine/more.php?id=10_0_1_0_M
This paper presents “a conceptualization of student engagement based on the culmination of
concentration, interest, and enjoyment (i.e., flow)” through a report of a research study designed to
measure high school students’ experience of flow while in school.
_____. The Fake Smiles Test. BBC.
http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/index.shtml.
This online activity is an experiment designed to test whether viewers can spot the difference between a
fake smile and a real one. It has 20 examples and is based on research by professor Paul Ekman, a
psychologist at the University of California.
_____. UDL Class Learning Profile Template. CAST, Inc.
http://www.cast.org/teachingeverystudent/tools/classprofiletemplate.cfm. Originally published by
ASCD in Teaching Every Student in the Digital Age: Universal Design for Learning (Rose & Meyer,
2002).
See previous description.
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapter 2]
See previous description.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Brockman, J. & LeDoux, J. Parallel memories: Putting emotions back into the brain. (1997.)
www.edge.org. http://www.edge.org/3rd_culture/ledoux/ledoux_p1.html.
In this interview, neuroscientist Joseph LeDoux seeks a biological rather than psychological
understanding of emotions. He explores the differences between emotional memories (implicit—
unconscious—memories) processed in pathways that take information into the amygdala, and
memories of emotion (explicit—conscious—memories) processed at the level of the hippocampus and
neocortex.
Cromie, W. J. (2000). Researchers face up to liars: Expressions speak louder than words. Harvard
University Gazette. http://www.news.harvard.edu/gazette/2000/05.18/aphasic.html.
Discusses the connection between brain activity and the ability to discern subtle facial cues.
_____. Why whites of eyes spell ‘danger.’ BBC News. http://news.bbc.co.uk/1/hi/health/4102981.stm.
Coming face-to-face with someone who looks scared triggers an automatic response in the brain that
tells you to be afraid too, U.S. researchers suggest.
Shernoff, D. Flow States and Student Engagement in the Classroom. (2002.) Statement to the California
State Assembly Education Committee, published by American Sports Institute.
http://www.amersports.org/library/reports/8.html
This piece examines student engagement in the classroom in terms of the ‘flow’ concept and student
experience and motivation, and discusses students’ experience of ‘flow’ and its influence on academic
performance.
Scherer, M. Do Students Care About Learning? http://segueuserfiles.middlebury.edu/hvilatemp4/A%20Conversation%20%E2%80%A6zentmih%5B1%5D.doc.
This interview with Mihaly Csikszentmihalyi discusses student experiences of ‘flow’ and its impact on
their lives, both academic and personal. Of particular note are the societal factors examined in this piece.
Course 1: Session 5
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapters 4&5]
See previous description.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Bowerman, M. with Duncan, S. Successful Strategies for Meeting the Needs of Diverse Learners. (2005).
The Journal. http://www.thejournal.com/magazine/vault/A5356.cfm
This article describes a teacher’s experiences and successful strategies in teaching students with diverse
needs. The author, a third-grade teacher for over twenty years, explains her daily use of technology in
the classroom to meet student needs.
UDL goal setter. CAST, Inc., Wakefield, MA.
http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm.
Helping students meet standards while accommodating learner differences poses a major challenge for
teachers. The UDL Goal Setter helps you define clear goals for your class that represent the core
instructional purpose of the learning activity and support multiple pathways for achieving the goal.
_____. Action Plan. (2004.) CAST, Inc., Wakefield, MA. http://www.cast.org/udlcourse1/ActionPlan.doc
This template document will serve as a basis for forming action plans; use it to begin your own action
planning process.
Garmston, R. Growth rings: In a forest full of groups, some are saplings and some are mighty giants.
(1998.) Journal of Staff Development, Vol. 20, No. 1.
http://www.nsdc.org/library/publications/jsd/garmston201.cfm
This short article focuses on expert groups—what they are, how they are created, and what keeps them
strong. Garmston address productivity in groups; flexible, responsive schools; and reclaiming the
meeting as an important work accomplishment tool.
Shaughnessy, M. F. An Interview with Robert J. Garmston: About Change and Stress. (2005.)
EducationNews.org.
In this interview, Robert Garmston discusses stress in the workplace and the importance of
adaptability—not only as an individual, but as a group. Work issues such as meetings, office
environments, and professional development are touched upon.
Course 1: Session 6
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapters 6]
See previous description.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Koga, N. & Hall, T. Curriculum modification. NCAC, Wakefield, MA.
http://www.cast.org/publications/ncac/ncac_curriculummod.html.
Modifying existing general curriculum has been an effective way to create more accessible learning
environments to support all students and their teachers in various educational contexts. There are many
terms in use regarding changes made to curriculum, such as enhancements, accommodations,
overlapping, and adaptations. Curriculum modification and curriculum enhancement are differentiated,
and, in this way, the definition and nature of curriculum modification is clarified, its effectiveness is
emphasized in improving education for all children, and vivid examples and useful resources are
provided which will enrich actual classroom practices for diverse learners.
Course 1: Session 7
Hall, T., Strangman, N., & Meyer, A. Differentiated instruction and implications for UDL
implementation. NCAC, Wakefield, MA
http://www.cast.org/publications/ncac/ncac_diffinstructudl.html.
From the introduction: “Not all students are alike. Based on this knowledge, differentiated instruction
applies an approach to teaching and learning that gives students multiple options for taking in
information and making sense of ideas. Differentiated instruction is a teaching theory based on the
premise that instructional approaches should vary and be adapted in relation to individual and diverse
students in classrooms.”
Strangman, N. & Hall, T. Text transformations. (2003.) NCAC, Wakefield, MA.
http://www.cast.org/publications/ncac/ncac_textrans.html.
From the introduction: “Curriculum enhancements are add-ons directed at helping students to
overcome curriculum barriers that impede access to, participation, and progress within the general
curriculum. For many students, a primary barrier is printed text—a staple of classroom instruction.
Students' difficulties with printed text range from subtle to profound, but every student can benefit from
a curriculum enhanced with alternative media and text supports. The discussion below introduces a set
of curriculum enhancements, which we call text transformations, that represent such alternatives.”
_____. Text to Speech Tools. CAST, Inc.
This table, an excerpt from a larger publication on TTS technology, provides information on a variety of
text-to-speech software tools, including special features, computer system requirements, price (at time of
publication), etc.
Stahl, S. Supported reading software. (2005.) CAST, Inc.
This short piece provides basic review-oriented descriptions of a variety supported reading software
applications, and includes information about features, capabilities, installation, system requirements,
price (at time of publication), etc.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
_____. Beyond the Text. NCAM, WGBH. http://ncam.wgbh.org/ebooks/comparison.html.
A “comparison chart of e-book and digital talking book (DTB) hardware and software,” this online table
provides information on technology resources for print alternatives.
Pisha, B. & Coyne, P. Jumping Off the Page. (2001.) Reading Online.
This article focuses on students with identified learning disabilities who struggle in reading and, due to
their reading levels, in content area studies. The reliance on print-based materials in classrooms is
proposed as a significant factor in these students’ performance, and alternatives are proposed.
Course 1: Session 8
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age. ASCD, 2002. [Chapters 7& 8]
See previous description.
_____. The UDL Training Guide Toolkit. CAST, Inc.
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61
This toolkit provides an extensive collection of resources for disseminating information about UDL to
colleagues, co-workers, students, staff and parents.
Stahl, S. (2005). Universal Design for Learning post-test. CAST, Inc., Wakefield, MA. [three]
These online post-assessment tests for UDL awareness consist of multiple choice and short-answer
questions.
_____. UDL Training Guide Toolkit. CAST, Inc.
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61.
This online toolkit provides a collection of resources for disseminating information about UDL to
colleagues, co-workers, students, staff, and parents.
If you need further assistance regarding the use of these resources, please contact your section instructor at the
email address provided.
Skip Stahl, sstahl@cast.org
Boo Murray, bmurray@cast.org
Jeremy Price, jprice@cast.org
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.
Curriculum Standards Resources: Massachusetts State Standards
Current curriculum frameworks. Massachusetts Department of Education.
http://www.doe.mass.edu/frameworks/current.html.
Curriculum frameworks archive. Massachusetts Department of Education.
http://www.doe.mass.edu/frameworks/archive.html.
Curriculum Standards Resources: National Standards
Curriculum standards for history. National Center for History in the Schools. http://nchs.ucla.edu/standards/.
Curriculum standards for social studies. National Council for the Social Studies.
http://www.socialstudies.org/standards/.
Index of standards. National Council on Economics Education (NCEE).
http://www.ncee.net/ea/program.php?pid=19.
The K–12 mathematics curriculum center. National Science Foundation. http://www2.edc.org/mcc/.
National educational technology standards. International Society for Technology in Education (ITSE).
http://cnets.iste.org/students/.
National geography standards. National Geographic Society.
http://www.nationalgeographic.com/xpeditions/standards/matrix.html.
National health education standards. American Alliance for Health, Physical Education, Recreation, and Dance.
http://www.aahperd.org/aahe/pdf_files/standards.pdf.
National standards for arts education. Consortium of National Arts Education Associations.
http://www.menc.org/publication/books/standards.htm.
National standards for civics and government. (1994). Center for Civic Education.
http://www.civiced.org/stds.html.
National standards for music education. National Association for Music Education.
http://www.menc.org/publication/books/standards.htm.
National standards for physical education. National Association for Sport & Physical Education (NASPE).
http://www.aahperd.org/NASPE/template.cfm?template=publications-nationalstandards.html.
Standards for the English language arts. National Council of Teachers of English (NCTE).
http://www.ncte.org/about/over/standards/110846.htm.
Standards for the foreign language arts. American Council on the Teaching of Foreign Languages.
http://www.actfl.org/i4a/pages/index.cfm?pageid=1.
Note: To view one of these web sites, copy and paste the URL into the address field of your browser and press Enter.
Project FOCUS Academy Universal Design for Learning (UDL) Distance Learning Course
CAST, Inc.