In this module you

• will learn about the UDL framework

• will learn how to design an inclusive learning environment

• learn about the following concepts: engagement, flexibility, variety, choice, average learner, proactivity, barriers, equity

In previous units you addressed diversity in the classroom from different aspects (cultural, gender, etc.) in this unit you will learn how to design a learning environment that welcomes these differences and ensures maximum participation.

UDL - Universal design for Learning is a framework that views differences as an asset and offers practical ways to think and apply about and design an inclusive learning environment.

Activity 1:

Have you heard about UDL?

Go to this link and see what you know about UDL at this point.
( retrieved from https://www.diveintoudl.com/assessment)

So how did you do? Did you check the score?

Don’t worry if you don’t know much, by the end of this unit you will know what the main assumptions are.

If you chose picture 3 you are correct.

UDL advocates identifying barriers in the learning environment and removing them to benefit all learners.

Activity 2:

So where does this idea of universal design for learning come from?

Think of the shopping mall near you. Who visits it?

Your list most probably includes the following:

men , women, young people, elderly, families with children in strollers, people in wheelchairs, tourists, people with hearing impairment, blind people, delivery servicemen and women, etc.

Do all of these people have the same needs when they come to the mall?

How is the mall’s design ensures that all its visitors can access it and enjoy the service it offers?

Share your thoughts in the Forum.

Activity 3: Watch this video to learn about the origin of the universal design idea.

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https://youtu.be/hBdxuyQZ5Gc

The ideas from architecture found their way into education.

Now, based on the videos you have watched, write your personal definition of UDL. You can write it or present it in a visual manner.

Want to learn more about variability, brain and learning?

Watch these videos:

neuroscience and UDL:

http://udltheorypractice.cast.org/video?1&chapter=3&id=o1

Education and how the brains work :

http://udltheorypractice.cast.org/video?3&chapter=3&id=o3

more about UDL:

https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/understanding-universal-design-for-learning?_ul=1*8b67yh*domain_userid*YW1wLWVoWERfWHo3VFlhSVFWc3lqTFllMlE.

https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

more about barriers:

https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/how-to-break-down-barriers-to-learning-with-udl?_ul=1*w964ec*domain_userid*YW1wLWVoWERfWHo3VFlhSVFWc3lqTFllMlE.

Before diving into the three principles of UDL, let’s look at the idea/concept of “barrier”. What is a barrier in educational context? Which barriers can be found in the EFL classroom?

Barriers

Merriam -Webster dictionary defines barrier as “something material that blocks or is intended to block passage”.

Activity 1:

Review the previous modules in light of the following aspects, which difficulties discussed in the modules might be considered barriers that exclude learners from the passage to the learning experience?

Choose one and post your answer to the forum.

Read other posts and respond to at least one.

Consider the following (follow the link(s) next to each topic to learn more about them):

Dyslexia - video 1, 2, 3

ADHD - 1, 2,

Physical disabilities 1

Culturally responsive teaching 1, 2, 3

Gender biased materials 1

Activity 2: Choose ONE activity.

1. What is a disability? What do you think, are people who have a disability less capable, less talented? Share on the forum and respond to one other post.

2. Can you think of famous people with disabilities in your country? Were they blocked from progressing in life because of the disability. Share a story of a person who made a difference/impact from your country who has a disability (learning or physical). What have you learnt from his/her story? What do you take from their story to your role as a teacher. Post on the Forum and respond to one other. (Here you can find stories of people with disabilities who made a difference).

3. Watch this video or this video. Do you agree / disagree. What is your view on the nature of disability? Where is the disability?

The average learner

When you design a lesson who do you have in mind?

Activity 3:

Watch Todd Ross' lecture on the myth of the average.

List three insights you have from the lecture in reference to the context of teaching and learning (think of all the learners).

Post your reply to the forum and respond to one other.

https://youtu.be/4eBmyttcfU4

Let’s sum up.

Students are diverse in many aspects; in their interests, abilities, backgrounds, etc. When designing lessons we should not think of an "average learner" because then we actually design for no one as there is no average learner. UDL views these differences as assets and with this understanding encourages educators to intentionally design an inclusive learning environment.

In the following three parts you’ll learn about each of the three principles and application possibilities in the EFL classroom.

Let’s dig deep into the principles of UDL and their application to your EFL classroom. There are three principles which this framework is based on: Multiple means of engagement, Multiple Means of Presentation, Multiple Means of Action and Expression.

For the UDL guidelines go here

4.1 Engagement - the why of learning.

4.2 - Representation - The What of Learning

In the previous part you focused on barriers and solutions to students' engagement and sustainability in the learning process. This part focuses on the way you as teacher present the material. By now we hope that you realize that students vary in what brings them and keeps them in the learning process and they differ in the way they perceive information. Your "job" is to introduce the content in different manner so ALL learners find it accessible.

Activity 1

Before we dive into the aspect Representation, how do you prefer to access information by reading, listening, visuals?

Think of the classes you teach or classes you recently visited what is the main manner teachers use when teaching?

Identify the barriers (taking into consideration the variety in a classroom) by using only one way.

Do you want to learn more about how students process information?

Watch this video https://youtu.be/aURqy9BEJO4?t=30

4.3 - Action and Expression - The How of Learning

In this last principle of UDL we are going to focus on the learner. In the previous section, you as a teacher were at the center. You were asked to think about your actions and choices as a teacher. Here you are asked to think of the options of choices of actions you provide to your students. How flexible you are when planning assignments to your students? When assessing progress, what are you looking at? In this section we'll look at different learning goals and at multiple ways students can express their knowledge.

Action and Expression - The How of learning

In the previous sections we focused on goal setting and learned to separate content goals (what) from skill goals (how). Why was this important? The answer is in this section.

This section deals with the choices you offer students in your class in terms of how they can learn and express their knowledge or ability.

Activity 1:

Watch these videos the Strategic Network - The How of Learning.:

https://youtu.be/okN5L87ZIZM

https://youtu.be/s-EsS6Cbkj4?t=13

Activity 2:

Steps:

1. Choose a lesson plan you created.

2. Identify barriers for action and expression (what might distant students from expressing the outcomes of the learning process)?

3. Add at least one more way of action and expression.

4. Post and respond to one other post.

Summing Up

So what have we learnt?

In this unit you were introduced to a framework that sees variability as an asset and encourages teachers proactively plan an inclusive learning environment by identifying barriers and applying the three UDL principles.

A word of caution:

UDL is not a checklist you have to go through. It's a framework that allows you to reflect upon the way you design your lessons and the options you offer your students considering their difference (cultural, abilities, interest, gender, etc.)

Even a small change makes a world of difference to the individual learner.

Watch this video to see how you can apply the principles in your lesson design.

https://youtu.be/_STFdHvCPmU

Final task

In this concluding task you will have to apply the ideas and tools you learned in this Module to plan a teaching unit consisting of at least three lessons that is aimed at everyone in the classroom - students with different abilities, needs, styles, interests, cultures and genders.

In this Module you were asked to identify possible barriers in the learning environment (content, skills, learner needs…), to come up with ideas for promoting students’ involvement through an inclusive, flexible and relevant work environment as well as diverse assessment tools. In this task, all you learnt in the Module will be integrated into a teaching unit.

You teaching unit should include the following:

-Description of the unit objectives, age group, the context in which the subject will be studied, possible barriers to learning the content or skill.

-Variations of the tasks for diverse learners to promote learner involvement (the "why" of learning) while addressing possible barriers to the topic being studied (for example - connecting to the lives of learners, understanding the relevance of the content and so on).

-Introducing the topic being studied (the "what" of learning) - Write lesson plans while proposing solutions to the barriers outlined in the introduction. For each lesson, bring a variety of means of presentation in order to suit different learners.

-The activities of the learners (the "how" of learning) - for each lesson provide performance tasks for the topics studied (learning assessment). For each performance task provide different modes of evaluation to address the preferences and abilities of different learners.

The following article summarises the main principles of UDL covered in this Module which you may find helpful for planning a teaching unit.