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4.1 Udl

Universal Design for Learning (UDL) aims to enhance access and engagement in education by removing barriers in curriculum and supporting diverse learners. It is built on three core principles: multiple means of representation, expression, and engagement, which align with different brain networks to optimize learning. UDL encourages flexible instructional methods and assessments that cater to individual learner needs while maintaining high academic standards.

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18 views27 pages

4.1 Udl

Universal Design for Learning (UDL) aims to enhance access and engagement in education by removing barriers in curriculum and supporting diverse learners. It is built on three core principles: multiple means of representation, expression, and engagement, which align with different brain networks to optimize learning. UDL encourages flexible instructional methods and assessments that cater to individual learner needs while maintaining high academic standards.

Uploaded by

Anmary Tomy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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4.

1UNIVERSAL DESIGN FOR LEARNING


RESPONDING TO LEARNER DIVERSITY:
REMOVING BARRIERS TO LEARNING

Inclusion is an ongoing process that aims to


increase access and engagement in learning
for all students by identifying and removing
barriers.
HISTORY

• Universal Design for Learning (UDL) traces its origin to the Universal
• Design (UD) movement of the 1990‘s. The term ―universal design‖
was
• coined by architect and designer Ron Mace at the Center for Universal
• Design at North Carolina State University (Burgstahler, 2008; Center
for
• Applied Special Technology, 2011b). Mace and his colleagues defined
UD
• as ―the design of products and environments to be usable by all
people, to the greatest extent possible, without the need for
adaptation or specialized design‖ (Center for Applied Special
Technology, 2011a)
WHAT ARE THE BARRIERS TO
LEARNING?
UNIVERSAL DESIGN FOR LEARNING
(UDL)

Universal Design in Architecture


• Eliminates barriers in environment
• Benefits all people, not just those with
disabilities
Universal Design for Learning
• Eliminates barriers in curriculum
• Benefits all learners, not just those
with disabilities
DEFINITION
“Universal Design for Learning (UDL) is a
proactive design of curricula (educational
goals, methods, materials, and assessments)
that enable all individuals to gain knowledge,
skills, and enthusiasm for learning”.

“UDL strategies are instructional methods


and tools used by teachers to ensure that
ALL students have an equal opportunity to
learn”.
UDL AND GRADE LEVEL STANDARDS

UDL AND GRADE LEVEL STANDARDS

• Universal Design for Learning supports the idea


that all students should have the opportunity to
become proficient learners of standards-based
academic content.

• Schools should provide multiple ways to attain high


standards, rather than lower them.
THE THREE NETWORKS
THEY MUST WORK TOGETHER

Strategic Network

Recognition
Network

Affective Network
Engagement (the why of learning, which aligns
with affective networks): interest, effort and
persistence, and self regulation.
Representation (the what of learning, which
aligns
with recognition networks): perception, language
and
symbols, and comprehension
Action & Expression (the how of learning, which
aligns
with strategic networks): physical action,
expression and
communication, and executive function
Question 2: Instruction

Brain Networks
THE THREE CORE PRINCIPLES

1. Multiple Means of Representation to increase


recognition – the “what” of learning
(Recognition Network)
2. Multiple Means of Expression to expand strategic
abilities - the “how” of learning and demonstrating
knowledge
(Strategic Network)
3. Multiple Means of Engagement to enhance involvement
- the “why” of learning
(Affective Network)
12
Universal Design for Learning –
UDL
The UDL framework is cohesive, flexible and concerns curriculum content, expected learner variability and the learning environment.

Neural Networks Educators Learners


provide become
Diverse Multiple means of Resourceful,
recognition representation knowledgeable
networks
Diverse Multiple means of Strategic, goal
strategic action and directed
networks expression
Diverse Multiple means of Purposeful,
affective engagement motivated
networks
(www.cast.org)
MULTIPLE MEANS OF
PRESENTATION OR ACCESS

Provide Integrate
text-to- Highlig assistive
speech, ht Provide technologi
video, critical vocabulary es
audio, and feature support and
other s& into
background learning
multi- main knowledge
media ideas environme
options nts
MULTIPLE MEANS OF
EXPRESSION

Provide
vocabulary Allow students
Offer graphic to do voice
word banks
organizers and recording,
to prompt
outlines offering graphic
writing ideas
multiple levels displays,
and provide
of support
spelling & performance
support
MULTIPLE MEANS OF
ENGAGEMENT

Vary levels
Provide
of challenge Teach self-
Tie work to choices
and support assessme
real-world whenev
to prevent nt and
examples er
frustration reflection
possible
or boredom
GUIDELINES FOR THE THREE
PRINCIPLES
The Four Curricular Pillars
of UDL

UDL

Assessmen
Instructio

Material
Goals

t
UDL IN PRACTICE

Apply the three principles to the four pillars of curriculum:


educational goals, materials, methods, and assessments

This ensures all three brain networks are engaged at the same
time to optimize learning and accurate assessment!
Learning Goals

From a UDL perspective, effective


goals are goals that:
 Separate the means from the
ends;
 Consider all three learning
networks;
 Challenge all learners;
INSTRUCTIONAL GOALS

Traditional:
The means for accomplishing the goals are
interwoven into the instructional goal.

UDL:
The means for attaining the goals can be
individualized.
INSTRUCTIONAL MATERIALS

Traditional:
The materials are mostly print; everyone gets
the same materials

UDL:
Use a variety of levels of printed text, digital,
video, audio materials etc.
Question 2: Instruction

Instructional
Methods
Instructional methods include the
decisions, approaches, procedures, and
routines that teachers use to accelerate
or enhance learning. Because learners
vary in the ways they become and stay
motivated to learn, comprehend
information, and strategically approach
tasks, the UDL framework emphasizes
the need to employ many kinds of
teaching methods.
TEACHING METHODS

Traditional
Usually lecture style, homogenous grouping, unsupported
note-taking
UDL
• Avoid limiting presentation style.
• Use frequent questions, statements of clarification, and
solicit student participation.
• Assign students to working groups by mixed abilities for
complementary skills.
• Provide adapted materials e.g. for note-taking
Question 2: Assessment

Assessments

Turn and talk to your partner:


Why is this cartoon funny?
How might it connect to UDL and
assessment?
Assessments
From a UDL perspective, effective
assessments:
● Are ongoing and focused on learner
progress;
● Measure both product and process;
● Are flexible, not fixed;
● Are construct relevant;
● Actively inform and involve learners.
ASSESSMENTS

Traditional:
End-of-chapter test - multiple choice and short essay
answers using pen and pencil.

UDL:
• Ensure test objectives match instructional objectives
• consider alternate means of delivery, different question
format and if needed modification of assessment
content
CONCLUSION
• UDL‘s three principles are: 1) multiple
methods of representation that give learners
a variety of ways to acquire information and
build knowledge 2) multiple means of student
action and expression that provide learners‘
alternatives for demonstrating what they
have learned and 3) multiple modes of
student engagement that tap into learners‘
interests, challenge them appropriately and
motivate them to learn.

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