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Lesson 3: Making Learning Opportunities Accessible to All Learners

From KNILT

Materials

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

Lesson Objective

Learners will compare and contrast the three brain networks of learning by selecting learning opportunities to cater to all learners through a provided classroom scenario.

Implementing Universal Design for Learning

As educators, it is our responsibility to provide all students with the opportunity to access curriculum in their own way. When planning for lessons, educators must me cognizant of individual learner needs and how to best accommodate these differences between learners. Please watch the following video on implementing UDL, paying special attention to what these teachers do in their classrooms to accommodate all students.

Implementing UDL

For this lesson we will be focusing on implementing UDL in a mathematics classroom. You will be watching a video and reading an article that discusses UDL in mathematics. Then, you will be completing a task that demonstrates your understanding of UDL implementation.

Universal design emphasizes the importance of addressing learner diversity before teaching the curriculum rather than differentiating during instruction. UDL is more responsive to student needs because it has differentiation embedded directly into the curriculum. It also provides students with the tools to become self-sufficient in their learning because they have options and resources to thrive. In the following article, Jessica Hunt and Janet Andreasen (2011) discuss the importance of universal design in their classrooms. Please read this article and pay special attention to how they address learner needs.

File:Making the Most of UDL.pdf

Now, please watch this video on UDL implementation to observe how the creators of the UDL guidelines analyze this Grade 1 mathematics lesson.

UDL In Practice

In this first grade mathematics class, the teacher implements the following UDL solutions:

Affective Network: The WHY of learning

  • Varying levels of challenge and support
  • Encouraged self-reflection and personal assessment at the end of the lesson

Recognition Network: The WHAT of learning

  • Used mathematical vocabulary
  • Used visuals and graphics
  • Structuring lesson explicitly and gradually releasing student responsibility
  • Provided opportunities for comprehension by modeling what students need to do and by scaffolding student practice

Strategic Network: The HOW of learning

  • Used math manipulatives and place value charts
  • Many different methods of working (small group instruction, independent practice, technology use, whiteboard use)
  • Elicited feedback from group after modeling

Activity

The Three Brain Networks of Learning and Implementing UDL

As a refresher, the Three Brain Networks are:

  • Affective Networks: The WHY of learning
  • Recognition Networks: The WHAT of learning
  • Strategic Networks: The HOW of learning

Please watch the following video of a 5th grade Language Arts teacher using universal design in his classroom.

UDL Guidelines in Practice: Grade 5 Language Arts

In what ways does this teacher focus on:

  • Providing multiple means of engagement, or the WHY of learning
  • Providing multiple means of representation, or the WHAT of learning
  • Providing multiple means of action and expression, or the HOW of learning

How are these approaches similar and/or different from each other?

Please use this padlet to post your ideas!

  • Please post at least one idea in each column.

Onwards!

Once you have completed all the tasks for Unit 1 please proceed to Unit 2, lesson 1.

References

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