UDL Guidelines 2.0 - Organizer with links to examples

Multiple Means of Representation (WHAT) Recognition—the ways information is presented Provide options for... Multiple Means of Action and Expression (HOW) Strategic—participation or demonstration of knowledge and skills Provide options for... Multiple Means of Engagement (WHY) Affective—How students are engaged and motivated Provide options for... Provide access Perception—same information different ways; format allows for users to adjust Offer ways of customizing the display of information Offer alternatives for auditory information Offer alternatives for visual information Physical Action—same goals, different motor, strategic and organizational options Vary the methods for response and navigation Optimize access to tools and assistive technologies Recruiting Interest—same goal, different ways to engage student interest Optimize individual choice and autonomy Optimize relevance, value and authenticity Minimize threats and distractions Provide guided practice and support Language, mathematical expressions and symbols—provide alternative representations for clarity and comprehensibility Clarify vocabulary and symbols Clarify syntax and structure Support decoding text, mathematical notation and symbols Promote understanding across languages Illustrate through multiple media Expression and communication—provide learners with different ways to express what they know Use multiple media for communication Use multiple tools for construction and composition Build fluencies with graduated levels of support for practice and performance Sustaining effort and persistence—help learners develop sustained attention and effort Heighten salience of goals and objectives Vary demands and resources to optimize challenge Foster collaboration and communication Increase mastery-oriented feedback Provide independent practice Comprehension—help learners develop ways to transform information into useable knowledge Activate or supply background knowledge Highlight patterns, critical features, big ideas and relationships Guide information processing, visualization and manipulation Maximize transfer and generalization Executive Function—help learners develop deliberate strategies for learning Guide appropriate goal-setting Support planning and strategy development Facilitate managing information and resources Enhance capacity for monitoring progress Self-regulation—help learners develop intrinsic abilities to self regulate Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection   Resourceful, knowledgeable learners Strategic goal-directed learners Purposeful, motivated learners   CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.        Note: examples for ELLs as cited from Echevarria, J. J., Vogt, M., Short, D. J. (2012). Making Content Comprehensible for English Learners: The SIOP Model, 4th Edition. Boston: Pearson.