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Universal Design for Learning (UDL) Principles
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. (http://www.cast.org/our-work/about-udl.html)
Based on research around the brain and learning, UDL provides guidelines to design curriculum and instruction for all students based on the cognitive systemic variability that all humans share. This is the predictive nature of UDL. As the instruction is being provided, teachers and students can quickly differentiate the curriculum and instruction based on specific individual and group needs. This is the responsive nature of UDL. The goal is to have students who are expert learners who have taken a degree of ownership over their learning and are preparing to be independent adults; college, career, and community ready.
Pages 10-18 of the handout booklet include a variety of informational resources on Universal Design for Learning. There is a graphic organizer on the UDL Principles and Guidelines, a UDL: Strategy Packet, and a link to an interactive website with ideas on providing flexibility and instructional supports.
Think About
How does UDL support the Simple View of Reading?
Graphic Organizer: UDL Principles and Guidelines
A printable handout with guidelines on providing options for engagement, options for representation, and options for action and expression. On page 10 in the handouts booklet.
Interactive online version: http://udlguidelines.cast.org/
UDL Guidelines 3.pdfUDL Ideas
You can use this website to explore instructional options and supports based on the UDL Guidelines. On page 11 in the handouts booklet.
UDL Ideas - https://at-udl.com/tools/udlideas/
UDL: Strategy Packet
Most teachers start implementing UDL to meet the needs of specific students. This handout looks at UDL through the lens of supporting specific needs. On pages 12-18 in the handout booklet.
UDL Strategy Packet.pdfCognitive and Learning Supports
The Florida Standards Implementation Guide ELA provides guidelines on understanding the reader and the instructional tasks (page 69). In any classroom the systemic variability between students in areas such as mental and cognitive processing, memory, reading skills, inferring, prior knowledge, and other processes all impact student engagement and achievement. What tools and strategies can be used to support all learners?
On page 19 of the handout booklet.
FLStdsImpGuide varied skills.pdfActivity
Activity
On pages 20-23 of the handout booklet, go through the strategies and accommodations pages and highlight a few of the strategies and accommodations that you feel can be quickly utilized in your classroom. Write your strategies on the Expanded Instructional Activity form, page 9 in the handouts booklet.
Cognitive Strategies and Accommodations Letter.pdfThink About
Students need to become fluent using tools and learning strategies. Students may know a strategy but not be skilled in using the strategy (see page 65 of the ELA Implementation Guide). It is important that students have time to practice a strategy or tool until they become skilled in using it, and then have opportunities to maintain that skill.
Practice Strategies to Make Skills.pdfInstructional Materials and Tools
One of the goals of UDL is to have instructional materials and resources available in the classroom at all times so teachers and students can make choices and adjust the materials and supports to meet their needs. This means planning for these supports and choices as schools and districts purchase instructional materials.
Activity
Activity
On pages 24-25 of the handout booklet, using the learning support rating scale, think about the instructional materials available in your school and/or district and quickly mark a rating for each indicator. Don't overthink your choices, this is just to help get a sense of what you feel you have and what areas could be improved.
rating table resources survey portrait.pdf
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