Universal Design for Learning

1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.

A framework for teachers to tailor education to be meaningful and engaging for students. This involves making learning accessible to a diverse population of students, who all learn differently. These educators also create challenging and engaging learning assignments and environments to cater to these diverse students. Using UDL will help these students to be more successful in academia by using several methods of teaching and learning. The principles of UDL are:

• Engaging- make assignments relevant to students. Promote communication amongst students to keep them engaged in learning.
• Representing- show content that is accessible to everyone.
• Expressing- provide multiple options for students to complete assignments and express themselves.

2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

How to design lessons to scaffold learners. This encompasses finding multiple materials to use in helping student learning.They need to assess instructional methods for potential barriers. For example, most teachers use books, videos, and handouts. However, these types of media are not flexible. UDL encourages media that can be manipulated by the student, such as digital text.

3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a chapter on colonial America. He’ll lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.

COMPONENTS:

• Lecture notes on chalkboard
• Handouts
• Internet research
• Oral report

BARRIERS & UDL SOLUTIONS:

• This provides barriers because it requires students to see, process, and decode written text. The lecture notes could also be given in a digital format so students can manipulate the text. It could also be given in audio format so students could listen and process at their own speed.
• Again, this requires students to see, process, and decode written text. It also doesn't keep them very engaged in learning. The same solutions as stated above could work with handouts. They could be given in a digital format, but students could also work on these handouts in small groups. In these small group centers, the students could answer the questions with multiple sources of media, such as videos and pictures.
• Again, this could be difficult for students who process things at different speeds. However, websites provide many visuals to help students decode and understand a text. We could provide websites that turn text into audio as well as giving students websites that are specifically designed for their reading level. This way it is both challenging and engaging without being frustrating to students.
• This requires students to demonstrate information in one specific format. It also requires that students be able to organize their thoughts into a comprehendible speech or report. We can combat this using UDL by allowing students a wide variety and choice of assessments. Some students can write their report, others can speak it orally, some can make dioramas, and some may make videos. Then we, as educators, must create rubric to assess all students fairly.

4. Imagine that you are a second-grade teacher beginning a unit on plants. Your goal is to teach the students the parts of a plant, making sure to incorporate the three principles of UDL. Using the table below, describe at least two ways you would present the information, assess your students, and maintain their engagement in the subject.

• Presentation-

1.Video lecture with narration and a printed version of the lecture for each student.

2. Have students read the chapter on a digital format, but also give them many other examples and non-examples through a powerpoint or video.

• Assessment-

1. Allow a choice of written or digital format test by providing a digital version of the same test so that students can manipulate the text.

2. Allow multiple formats of an assessment such as having students create a powerpoint, poster, write a paper, or give an oral presentation.

• Engagement-

1. Create flexible groups and centers. Allow students an opportunity to communicate and collaborate with peers to keep them engaged.

2. Allow students to choose from various types of reinforcers. Some may choose extra recess or computer time, and some students may just want extra praise. This will keep students engaged and excited to learn.

Here are some resources for parents, students, and teachers regarding the use of UDL (universal design for learning) and AT (assistive technology)!