Universal Design of Learning (UDL)

Ashley Balasa Sara Burr Lindsey Hatfield

Introduction

• State and federal standards, together with a shift in how literacy is defined. They are asking teachers not only to cover large amounts of material, but also to instill a deep understanding of the material.

• The central premise of UDL is that curriculum should include alternatives to make it accessible to all types of people.

• “Universal” in universal design reflects an awareness of the unique nature of each learner as well as the need to accommodate the differences, creating a learning experience that fit the learner and increase their ability to progress.

Origins of UDL

- Universal Design was formulated by Ron Mace at North Carolina - Legislation mandating universal access led to the extension of ramps, elevators, talking signs, and other access devices.

- Universal design challenges an architect to innovate, often improving aesthetics and functionality.

- Universal design for learning extends universal design in 2 key ways: 1. it applies the idea of built-in flexibility to the educational curriculum.

2. it pushes universal design one step further by supporting not only improved access to information within classrooms, but also access to learning.

- Non-educators often make the mistake of equating access to information with access to learning. - As educators, our aim is not simply to make information accessible to students, but to make learning accessible. - Knowing the instructional goal is essential for determining when to provide support and when to provide resistance and challenge.

Overview

• Provide students with a wide variety of options; reduce barriers and enhance • Principle I- provide multiple representations of the same information.

• Provide the same information in a variety of forms (chart doesn’t help a blind interpreting as well (use verbal review).

• Two representations provide a richer

UDL Appreciation Rethinking Practice

• Rethink materials of curriculum to enhance by making them more flexible to reach • Rethink instructional practices.

• Clearly set goal and do it yourself ways to reach them for every assignment.

• Support and challenge learners.

• Learning is multi-facted.

• All 3 brain networks involved in learning: – Recognition – Strategic – Affective networks

UDL Appreciation Rethinking Practice

• Recognize essential cues and patterns master skillful strategies for action engage with learning.

• Successful learning environment minimizes barriers, which requires highly flexible teaching strategies and materials.

• UDL framework includes 3 over arching operative principles.

• Approaches for supporting learners in recognition, strategy, or affect.

Principles

• Principle 1: to support recognition learning, provide multiple, flexible methods of presentation.

• Principle 2: to support strategic learning, provide multiple flexible methods of expression and apprenticeship.

• Principle 3: to support affective learning, provide multiple, flexible options for engagement.

• Goals also help to focus assessment.

Set Clear Goals

• Use supports and scaffolds so all students can succeed.

• Some will need support, some will need more challenges.

• Set a broad goal with different specifications for each student.

Individualizing Instruction & Assessing Progress

• Provide instruction that helps each student achieve.

• Diverse digital tools, some have UDL flexibility built-in.

• Use strategies from UDL’s 3 principles to make educated choices regarding available alternatives.

• Effective and ongoing assessment adjust instruction and evaluate the effectiveness of instructional methods and materials used.

• Check to see these are supporting student progress.

• Assign assignments with goals, materials, and methods.