Universal Design for Learning UDL
Published on Sep 22, 2016
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Universal Design for Learning UDL
Principals of UDL
- Provide Multiple Means of Representation
- Provide Multiple Means for Action and Expression
- Provide Multiple Means of Engagment
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Multiple Means of Representation
The guidelines in this section encourage teachers to:
Guidelines in this section:
-Provide options for perception
-Provide options for language, mathematical expressions, and symbols
-Provide options for comprehension
This section focuses on the information that students receive during a lesson. This UDL idea recognizes the fact that every learner is different with vastly different interests, strengths and abilities; therefore, each student will recognize, experience, and comprehend information differently. Teachers are encouraged to expose students to new information through various means including textual, visual, auditory and other sensory experiences in order to help them view and comprehend the new material. Teachers are are also encouraged to provide students with various means to experience new material. This section also discusses the need for any student to utilize any accommodations when necessary.
Guidelines in this section:
-Provide options for perception
-Provide options for language, mathematical expressions, and symbols
-Provide options for comprehension
This section focuses on the information that students receive during a lesson. This UDL idea recognizes the fact that every learner is different with vastly different interests, strengths and abilities; therefore, each student will recognize, experience, and comprehend information differently. Teachers are encouraged to expose students to new information through various means including textual, visual, auditory and other sensory experiences in order to help them view and comprehend the new material. Teachers are are also encouraged to provide students with various means to experience new material. This section also discusses the need for any student to utilize any accommodations when necessary.
The What of Learning
There are many things that a teacher can do to include Multiple Means of Representation in the classroom. Representation can be used in the classroom via:
-Reviewing background information, vocabulary and common symbols. This can be easily reviewed at the beginning of a lesson or unit via a quick discussion or a KWL chart.
-Ensuring that all visual handouts are organized and easy to read. They should be thoughtfully crafted by the instructor.
-Providing students who require audio, visual or other accommodations when necessary. Some students may require a handout on colored paper or with a larger font. Other students may need preferential seating or an ASL interpreter. This helps ensure that each student has a fair shot at learning the material.
-Supplementing lessons with visual, audio, or other multimedia. Youtube and TED ED are great sources to find appropriate and engaging short clips to illustrate and enforce concepts in the classroom.
-Exposing students to new information through various means including textual, visual, auditory and other sensory experiences. Using manipulative objects or other tactile means can help the learning to become physical.
-Reviewing background information, vocabulary and common symbols. This can be easily reviewed at the beginning of a lesson or unit via a quick discussion or a KWL chart.
-Ensuring that all visual handouts are organized and easy to read. They should be thoughtfully crafted by the instructor.
-Providing students who require audio, visual or other accommodations when necessary. Some students may require a handout on colored paper or with a larger font. Other students may need preferential seating or an ASL interpreter. This helps ensure that each student has a fair shot at learning the material.
-Supplementing lessons with visual, audio, or other multimedia. Youtube and TED ED are great sources to find appropriate and engaging short clips to illustrate and enforce concepts in the classroom.
-Exposing students to new information through various means including textual, visual, auditory and other sensory experiences. Using manipulative objects or other tactile means can help the learning to become physical.
Multiple Means of Action and Expression
Guidelines in this section encourage teachers to :
Guidelines in this section:
-Provide options for physical action
-Provide options for expression and communication
-Provide options for executive functions
This section of UDL focus on the various ways that students can demonstrate mastery and what they have learned. Each learner is different and may have specific preferences as to how he or she demonstrates his or her learning. Teachers are encouraged to include elements of differentiation in their lessons to allow students the freedom to demonstrate knowledge.
Guidelines in this section:
-Provide options for physical action
-Provide options for expression and communication
-Provide options for executive functions
This section of UDL focus on the various ways that students can demonstrate mastery and what they have learned. Each learner is different and may have specific preferences as to how he or she demonstrates his or her learning. Teachers are encouraged to include elements of differentiation in their lessons to allow students the freedom to demonstrate knowledge.
The How of Learning
There are many things that a teacher can do to include Multiple Means of Action and Expression in the classroom. Action and Expression can be demonstrated in the classroom via:
-Providing opportunities for differentiation in student expression. All students various strengths and interests and should be encouraged to demonstrate what they have learned to the best of their respective abilities. Students who can utilize their strengths are more likely to be engaged during classroom lessons. This strategy works for those students who are struggling and gifted learners alike.
-Allowing students to stop and ponder during a lesson. Students need time to digest information and to figure out how it relates to previous knowledge and how to apply it in the future.
-Using graphic organizers and scaffolds to sort ideas and to make connections between concepts. Teachers and students appreciate "foldables" that incorporate the organization and creative display of ideas and concepts. Interactive notebooks can also be utilized which use shape and unify ideas through text, visual and artistic means.
- Finding uses for technology and multimedia in the classroom. There are many programs like Duolingo, Kahoot, Khan Academy that are high interest that reinforce and extend class material. Technology via Google Classroom or Blackboard can also be used for communication with students and parents to extend the lessons outside the traditional classroom.
-Encouraging teachers to create lessons that are physical in nature or that engage the senses. This helps to maintain student interest and to connect the material to the outside world.
-Providing opportunities for differentiation in student expression. All students various strengths and interests and should be encouraged to demonstrate what they have learned to the best of their respective abilities. Students who can utilize their strengths are more likely to be engaged during classroom lessons. This strategy works for those students who are struggling and gifted learners alike.
-Allowing students to stop and ponder during a lesson. Students need time to digest information and to figure out how it relates to previous knowledge and how to apply it in the future.
-Using graphic organizers and scaffolds to sort ideas and to make connections between concepts. Teachers and students appreciate "foldables" that incorporate the organization and creative display of ideas and concepts. Interactive notebooks can also be utilized which use shape and unify ideas through text, visual and artistic means.
- Finding uses for technology and multimedia in the classroom. There are many programs like Duolingo, Kahoot, Khan Academy that are high interest that reinforce and extend class material. Technology via Google Classroom or Blackboard can also be used for communication with students and parents to extend the lessons outside the traditional classroom.
-Encouraging teachers to create lessons that are physical in nature or that engage the senses. This helps to maintain student interest and to connect the material to the outside world.
Multiple Means of Engagement
The guidelines in this section encourage teachers to:
Guidelines in this section:
-Providing options for recruiting interest
-Provide options for sustaining effort and persistence
-Provide options for self-regulation
This section of UDL pertains to the student's focus and involvement in his or her learning. Students are encouraged to take control of their learning and to develop the patience and fortitude to hopefully become lifelong learners. Teachers are encouraged to think about how the classroom lessons are structured in order to provide students a mix of routine and spontaneity to perhaps provide them with a bit of control over their learning experiences.
Guidelines in this section:
-Providing options for recruiting interest
-Provide options for sustaining effort and persistence
-Provide options for self-regulation
This section of UDL pertains to the student's focus and involvement in his or her learning. Students are encouraged to take control of their learning and to develop the patience and fortitude to hopefully become lifelong learners. Teachers are encouraged to think about how the classroom lessons are structured in order to provide students a mix of routine and spontaneity to perhaps provide them with a bit of control over their learning experiences.
The Why of Learning
There are many things that a teacher can do to include Multiple Means of Engagement in the classroom. Engagement can be used in the classroom via:
-Providing various opportunities for individual and group learning. Activities can be modified for groups and duos to facilitate collaboration.
-Creating a friendly, inviting, and student appropriate learning environment. Physical space within the classroom is important and should be custom to the student. Student appropriate materials depending on grade and/or subject and elements such as light and decoration many help facilitate a friendly learning space.
- Balancing structured routines with organic learning. This allows for exploration and for the student to control his or her time and learning.
-Crafting, explaining and maintaining classroom routines, procedures and attitudes. This creates a friendly and safe learning environment that allows to feel comfortable to explore new ideas and to make mistakes.
-Building a friendly but firm relationships between students and teachers. This smoothly facilitates constructive, specific, timely, frequent, feedback.
-Posting objectives, goals and reminders in the classroom. This many help the students to begin to see how the material is relevant and important appeals to their own interests. This may also allow students to begin to take ownership of their learning.
-Providing various opportunities for individual and group learning. Activities can be modified for groups and duos to facilitate collaboration.
-Creating a friendly, inviting, and student appropriate learning environment. Physical space within the classroom is important and should be custom to the student. Student appropriate materials depending on grade and/or subject and elements such as light and decoration many help facilitate a friendly learning space.
- Balancing structured routines with organic learning. This allows for exploration and for the student to control his or her time and learning.
-Crafting, explaining and maintaining classroom routines, procedures and attitudes. This creates a friendly and safe learning environment that allows to feel comfortable to explore new ideas and to make mistakes.
-Building a friendly but firm relationships between students and teachers. This smoothly facilitates constructive, specific, timely, frequent, feedback.
-Posting objectives, goals and reminders in the classroom. This many help the students to begin to see how the material is relevant and important appeals to their own interests. This may also allow students to begin to take ownership of their learning.
