Universal Design of Learning

What is Universal Design of Learning?

It is a culturally inclusive framework that maximize teaching and learning It is based on scientific evidence of how humans learn

UDL Guidelines

  • Multiple means of engagement (the WHY of learning)
  • Multiple means of representation (the WHAT of learning)
  • Multiple means of actions and expressions( the HOW of learning)

Six elements of UDL

Ownership of students’ learning:
The teacher communicates the Learning Target and success
criteria for the class.
Segway to the content:
Pre-assessment to activate prior Knowledge.
Choice of materials:
Videos, handouts, graphic organizers, model problems, model work, and rubric
Collaboration/group presentation:
Supporting each other, learning from each other, and developing social and communication skills
Self-assessment:
Reflect and know where they stand
Exit ticket:
Assess the success criteria for the lesson

UDL & Equitable Learning

  • Equity through Variability and diversity
  • Rigorous learning goals with flexible means
  • Flexibility and variability helps to overcome the barrier.
  • No one size fits all
  • No typical student
  • Leveled playing field
  • UDL & Equitable Learning
  • Students have options to achieve the learning goal
  • Build self awareness to become an expert learner.
  • Teacher is a facilitator
  • Teacher does not run the show.
  • Choose, do, review

Traditional versus UDL

Traditional:
Focus on what is taught. Presentation of the material in one way for the entire class. Typical student in mind

UDL
What is taught and how Variety of ways Many types of learners

ACCOMODATIONS
Traditional:
Specific students (IEP, 504)

UDL
All students Example audio book

PRESENTATION OF THE MATERIAL
The teacher teaches the whole class in one way.

UDL
The teacher and the student collaborate to determine the goal and the materials needed to become an expert learner.

Traditional versus UDL

CLASSROOM SETUP

Traditional:

Fixed (the teacher stands in the front and teaches the whole class at once)

UDL
Flexible (small group, large group, individual seating, the teacher moves around the room)

ASSIGNMENT

Traditional:

There is only one way for students to show what they know.

UDL
Students have many options to show what they know.

GRADES
Traditional
To measure performance periodically.Periodic feedback on quizzes, tests, and projects.

UDL
To reinforce goals
Continuous feedback
Students reflect on their learning goals.
Grades feed into that reflection discussion

REFERENCES

https://www.cast.org/impact/universal-design-for-learning-udl
https://www.cultofpedagogy.com/udl-equity/
https://www.texthelp.com/resources/universal-design-for-learning/why-udl-is-a-valuable-approach/
https://www.understood.org/en/articles/the-difference-between-universal-design-for-learning-udl-and-traditional-education

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