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Teaching to Diversity: The Three-Block Model of Universal Design for Learning Paperback – Jul 6 2012
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The three-block model of universal desing for learning fills the gap between the theory of inclusive education and the classroom. Katz pulls critical how-to-teach ideas (e.g., multiple intelligences, differentiation, essential learning outcomes, co-teaching) into one understandable, usable package. Classroom teachers and their support teams can take these ideas directly to the job of designing and implementing instruction that works for all students - both socially and academically. Plus, while the themes are universal, Katz draws on Canadian experience, making the policy context more recognizable to educators in Canada.
- John VanWalleghem, PhD, Adjust Professor, Univeristy of Manitoba
- Jennifer McGowe, Teacher, 7 Oaks School Division
- Josh Diduke, K-8 Resource Teacher, Ste. Anne Elementary
About the Author
Jennifer Katz, PhD, taught for 16 years in diverse classrooms from K to 12, including special education and inclusive classrooms in Winnipeg and Vancouver. She has also served as a resource teacher and counselor. In addition, she has been a sessional lecturer at the University of British Columbia, educational consultant, editor, and presenter. Her work as an advocate of inclusive education has spanned several provinces and territories, and multiple audiences – university courses, academic conferences, parent advocacy groups, professional development workshops, and educational conferences. She continues to work closely with students and teachers who are living and learning in inclusive classrooms across Canada and internationally. Dr. Katz is currently an assistant professor in faculty of education at the University of Manitoba.
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This fad is the latest in the war against individuals striving to work above and beyond complacent classmates. Progressive/Communist/Socialist educators of the past, Dewey, Vygotsky, and even though he wasn't an educator, Karl Marx, would be proud to see their dangerous vision becoming reality.
This all sounds good on paper, but deeper, detailed research on this fad will reveal more than the average teacher or principal can comprehend. Can educators read between the lines to realize what this is really about?