This week, we are chatting about providing options for comprehension in the classroom. Using the UDL (Universal Design for Learning) framework and representation pillar, we're going to share some different strategies on how we can help students make information accessible, but also how to transform that into knowledge they can use. If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don’t miss out on any new content! And consider supporting the show by buying us a coffee or two! We would love to hear from you – leave a comment on our website OR check out our FLIPGRID! Featured Content **For detailed show notes, please visit our website at https://edugals.com/129** CAST.org - Universal Design for Learning (UDL) frameworkRepresentation pillar - Comprehension guidelineIt's all about teaching learners HOW to transform accessible information into useable knowledgeWhy Don't Student's Like School? by Daniel WillinghamCheckpoint #1: Activate or supply background knowledgeValue prior knowledgeGet to know your learners and their background knowledgeConsider using visual imagery, concept anchoring and mastery, KWL chart and other organizers, concept maps (whiteboards), pre-teaching with demos/models, analogies and metaphors, cross-curricular connectionsLearning That Transfers by Julie Stern et al. (ACT model)Checkpoint #2: Highlight patterns, critical features, big ideas, and relationshipsDifference between experts and novicesUse explicit prompts or cues to point to important materialConsider using graphic organizers, examples/non-examples (Frayer model), highlight previous skills (conceptual learning can be helpful)Checkpoint #3: Guide information processing and visualizationTransform information into useable knowledgeConsider using explicit prompts for sequential processes, organizational methods (tables), multiple entry points, "chunk" information, progressive release (Modern Classrooms and mastery-based learning), and ditch the distractions!Checkpoint #4: Maximize transfer and generalizationGeneralizing and transferring learning to new contextsStudents need multiple representations and differing levels of scaffoldingConsider using checklists, organizers, mnemonic devices (decrease cognitive load), explicit review, new ideas in familiar contextsSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show