UDL Framework!

What is Universal Design for Learning approach? 

• The universal design for learning (UDL) is an approach used to reach all learners by accommodating to their needs. Universal Design for Learning (UDL) is an approach to teaching that recognizes students learn in different ways and aims to make education accessible for everyone. Instead of a one-size-fits-all model, UDL encourages flexibility in how teachers present information, how students engage with the material, and how they demonstrate their understanding. This might mean offering choices in assignments, incorporating visuals and audio alongside text, or allowing students to show what they’ve learned through projects instead of just tests. The goal is to remove barriers and create an inclusive environment where all students, regardless of their abilities or backgrounds, have the opportunity to succeed. 

How can you design curriculum to be universal? Give three examples of designing universal learning different from the examples in the video? 

• Creating a universal curriculum means making learning accessible and engaging for all students by offering different ways to interact with the material. For example, instead of relying on traditional textbooks, teachers can use interactive digital versions that let students adjust text size, change background colors, or listen to an audio version. Classroom discussions can also be more inclusive by allowing students to participate in different ways, like contributing to an online discussion board or submitting a voice recording if they’re uncomfortable speaking in front of a group. When it comes to assessments, giving students choices—like making a video, designing an infographic, or building a model—lets them show what they’ve learned in a way that works best for them. By designing lessons with flexibility in mind, teachers can create a learning environment where every student has the opportunity to succeed. 

What does it mean to use multiple representations in your lessons? Give three examples. 

• Using multiple representations in lessons means presenting information in different ways so that all students can connect with the material. For example, when teaching fractions, a teacher might use hands-on fraction tiles, an online interactive tool, and a real-world example like slicing a pizza. In a science class, a lesson on motion could include a video of a crash test, a hands-on experiment with toy cars, and a step-by-step breakdown of the equations that explain the movement. By combining visuals, hands-on activities, and real-world applications, teachers give students different ways to engage with and understand the subject, making learning more accessible and meaningful for everyone. 

What does it mean to use multiple actions and expressions in your lesson? Give three examples. 

• Using multiple actions and expressions in a lesson means giving students different ways to engage with the material and show what they’ve learned. For example, instead of requiring every student to write a research paper, a teacher could let them choose between making a video, creating a slideshow, or recording a podcast. In a science class, rather than just reading about ecosystems, students might build a 3D model, conduct a small experiment, or create a digital infographic. Even in math, where answers are often straightforward, students could explain their thinking by writing it out, making a voice recording, or using an online whiteboard. Giving students options helps them play to their strengths, making learning more engaging and meaningful. 

Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. Describe the instructional methods you would use to present the information, assess your students, and maintain their engagement in the subject. 

• To teach a unit on plants in a way that reaches all my students, I would mix hands-on activities, visuals, and discussions to keep them engaged. I’d start by reading a colorful book about plants, showing real leaves and flowers, and playing a short video that shows how a seed grows into a plant. To keep their interest, we’d plant our own seeds in small cups and track their growth over the weeks, letting them take responsibility for watering and observing changes. I’d also take them outside for a nature walk to find different plants and talk about their parts. Instead of just giving a written test, I’d let students show what they learned in different ways—drawing and labeling a plant, explaining it in a short video, or even acting out the life cycle of a seed. By giving them choices in how they learn and show what they know, I’d make sure every student can connect with the material in a way that works for them. 

At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected information about her students’ learning preferences and learning needs. Of her twenty-nine students, twelve prefer to learn new information through visual means, ten prefer to hear the information, and seven prefer to learn it using a hands-on-approach. Additionally, two students struggle with reading, and several have difficulty planning and organizing writing assignments. Help Ms. Hamilton to design a lesson about DNA. Make sure to state the learning goal and to identify materials, instructional methods, and assessment techniques and learning goal students will learn about and present information on their understanding of DNA. 

• To teach her students about DNA, Ms. Hamilton would start by making sure she meets the different learning preferences in her class. She’d begin by showing a video on DNA that includes narration and subtitles to support both visual and auditory learners. Then, for hands-on learners, she could have students create a physical DNA model using craft materials like beads and string to represent the nucleotides and double helix. Throughout the lesson, she would use diagrams and simplified reading guides to help students who struggle with reading, while also offering opportunities for group discussions. To check understanding, Ms. Hamilton could have students work in pairs to explain DNA replication to each other, followed by a short exit ticket with a question like, "What are the four bases in DNA?" For the final assessment, students could choose how to present what they’ve learned, whether through a written explanation, a video, or a hands-on model. This way, each student gets to show their knowledge in a way that works best for them.