Articles & Blogs

Three‑hour workshops rarely change practice. Mirko introduces a 30‑minute UDL lesson feedback protocol that helps leaders offer quick, meaningful “glows and grows” feedback to support teacher growth and equitable, universally designed instruction.

Mirko Chardin and Katie Novak argue that discomfort is an essential part of equity work. They call on educators to develop the courage and language to lead conversations about race and to lean into discomfort rather than avoid it. [FLAG: Needs Review]

If businesses honour their customers, why don’t schools? Mirko says students and families deserve the same respect and service. He encourages educators to greet students warmly, solicit feedback and use cogenerative dialogues to co‑design a better classroom experience.

Mirko Chardin reflects on feeling unseen until educators used UDL to connect with him. He urges educators to design with students, not just for them, and to recognize the power they hold to transform learning through equity and belonging. [FLAG: Needs Review]

Equity means hearing what each person needs and providing it. Mirko notes we’re all born with equal potential in an unequal world and urges educators to confront visible and invisible inequities. He provides practical do’s and don’ts—reflect, set SMART goals, address bias, build relationships, set high expectations and remove barriers.

Katie Novak and Mirko Chardin explain that school outcomes still correlate with zip code and race and call for radical candor conversations that challenge inequity. They emphasize psychological and physical safety for educators and show how UDL provides flexible, culturally responsive options. Leaders must confront racist and exclusionary practices so all students and teachers can thrive.