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Lesson 1: Universal Design for Learning Guidelines

From KNILT

Materials

  • A note collection tool (electronic document or notebook)
  • A computer and Internet connection

Lesson Objective

Learners will demonstrate understanding of UDL guidelines by watching videos and studying research to interact with their peers in a discussion regarding means of representation, expression and engagement.

Attention Educators!

"What’s the answer?" "Will this be on the test?" "I can’t do this!" "This doesn’t make sense!"

Have you ever heard these phrases from your students?

Are you ever frustrated because it seems like your students just can’t understand the content?

Have you ever felt stuck trying to figure out how to best reach all your learners?

This is a common frustration from teachers all over the world who find it difficult to reach each and every student. If there is one thing in common with all classrooms, it is that there are always diverse learners. Universal design for learning is about addressing this diversity to cater to all student needs. When educators eliminate challenging barriers for their students, the learners find the content much more accessible.

As a special education teacher myself, I found it difficult to truly make learning accessible for my extremely diverse learners. I found myself searching for answers on how to eliminate barriers throughout their lives to make learning fun and accessible. This is when I discovered Universal Design for Learning!

Please take a moment to reflect on your classroom experiences and your learners' diverse needs. Do you have a few in mind? Are you thinking of that student? Or multiple that express frustration or disinterest in learning? Or, are you considering the curriculum you use or potential areas of needed professional development?

Pre-Assessment

After you reflect, please post in this padlet listing:

  • What you know about Universal Design
  • What you hope to gain from this course

What is Universal Design for Learning?

Universal Design for Learning (UDL) is an adaptive learning approach that focuses on providing learning technologies that are accessible and appropriate for all students. The U.S. Department of Education’s National Educational Technology Plans refers to UDL as a “framework that reduces barriers and maximizes learning opportunities for all students” (Rappolt-Schlichtmann, Bakia, Blackorby & Rose). Using a research-based framework, UDL provides educational designs that enhance learning opportunities and academic success by focusing on learner differences. Three instructional principles were designed based on research to target student differences: Provide multiple means of: representation, expression and engagement. As educators, our goal is to have students confidently and successfully access and engage in the curriculum.

Watch this video from cast.org for a summary of Universal Design for Learning.

https://www.youtube.com/watch?v=bDvKnY0g6e4&feature=emb_logo

Please read the following articles titled Universal Design for Learning by David Rose.

Please enjoy this document from circlcenter.org, explaining the foundation for UDL and potential issues in its implementation.

UDL Guidelines

The UDL Guidelines graphic organizer presented by CAST.org lays a solid foundation to all understanding of universal design for learning. This graphic organizer is seen as a tool for educators of all kinds to use in their given domain. When looking at this graphic organizer, we can see along the left column that information is sequenced from access, build to internalize. This is intentionally crafted to enhance student understanding so they can first access the content, then build understanding in order to internalize the content. Let’s take a look at the three guidelines:

  1. Provide Multiple Means of Engagement
  • Access: Provide Options for Recruiting Interest: Provide choice in activity and connect curriculum to student interests, cultures and beliefs. Also, minimize threatening or intimidating content.
  • Build: Provide Options for Sustaining Effort and Persistence: Differentiate activities based on goals and objectives of individual students. Facilitate opportunities for collaboration and community building. Also, provide constructive feedback and allow students opportunities to receive and make adjustments.
  • Internalize: Provide Options for Self-Regulation: Promote expectations and beliefs that encourage students towards a growth mindset. Encourage students to practice coping skills and peer communications. Provide opportunities for self-reflection.
  1. Provide Multiple Means of Representation
  • Access: Provide Options for Perception: Offer various displays of auditory and visual information.
  • Build: Provide Options for Language and Symbols: Clarify vocabulary and symbols and different ways. Support students speaking different languages and students decoding texts in all content areas.
  • Internalize: Provide Options for Comprehension: Activate students’ background knowledge and big ideas. Guide the development of information processing.
  1. Provide Multiple Means of Action and Expression
  • Access: Provide Options for Physical Action: Allow students to move around to accomplish tasks by providing flexible seating and assistive technologies.
  • Build: Provide Options for Expression and Communication: Use multi-medial technologies as well as assistive technologies.
  • Internalize: Provide Options for Executive Functions: Guide students to set their own goals and support them in this strategy development.


Please take some time to explore the interactive graphic organizer on CAST.org

Watch this video on the 3 guidelines that create the foundation of Universal Design:

https://www.youtube.com/watch?time_continue=146&v=wVTm8vQRvNc&feature=emb_logo

Click to view a UDL Guidelines graphic organizer! File:UDL Guidelines from CAST.pdf

Discussion

Please watch this TEDx Talk titled The Myth of Average by Todd Rose.

Discussion Questions:

  • What is universal design for learning?
  • How does Todd Rose's discussion about "the myth of average" connect to our readings on universal design for learning?
  • What does it mean to address different styles of representation, expression and engagement?

Lesson 1 Discussion

Reflection

How do you feel after watching Todd Rose's Tedx Talk? Could you think of an example of "designing to the edges" in your classroom?

Each participant will post a 3 minute video reflection to share with our community using flipgrid.

Click here to access the flipgrid discussion.

Onwards!

Once you have completed all the tasks for Lesson 1 please proceed to Lesson 2.

References

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