Universal Design for Learning
According to CAST, Universal Design for Learning (UDL) "is an approach to curriculum that minimizes barriers and maximizes learning for all students." From that approach to curriculum, learning will happen throughout three broad networks for the brain which are, Recognition (What), Skills and Strategies (How), and Caring and Prioritizing (Why). It is imperative that students gain knowledge, skills, and enthusiasm for learning...and a well balanced curriculum will help them do all three. UDL allows for this type of learning when implemented correctly.
In order to make sure you are achieving UDL, there are three questions you must ask yourself:
1. What is my goal?
2. What do I want my students to know, do, and care about?
3. What barriers in the classroom might interfere with my diverse students reaching these goals.
Here are ways you can make sure UDL is working for you! I found this information from CAST (click HERE).
1. Provide multiple means of Representation:
- Present content and information in multiple media and provide valid supports
- Graphics and animation
- Highlight critical features
- Activate background knowledge
- Support vocabulary
2. Provide multiple means of Action and Expression:
- Provide models
- Give feedback and supports for their different levels of proficiency
3. Provide multiple means of Engagement:
- Help them risk mistakes and learn from them
- If they love learning they will persist through challenges
- Offer options for different learners and keep them engaged in their interests
But the most important thing you can do when implementing UDL is to always keep in mind the learning goal! It's imperative that you "get rid of barriers caused by the curriculum, and keep the challenge where it belongs" (CAST, 2010).
Which guidelines am I already using?
A guideline I'm already using in my classroom is Checkpoint 1.3: Offering alternatives for visual information. I currently use a program called Pitsco Education for my STEM class. They provide descriptions in text and spoken for all images, as well as graphics and videos. Once the video learning is accomplished, students encounter tactile learning the understand the concepts through the use of equipment. The program also allows from a competent aide or partner.
Which of these could I add right now to my teaching?
A guideline I could add right now to my teaching would be 5.2: Use multiple tools for construction and composition. Especially with remote learning going on right now, this guideline can come in handy by providing virtual manipulatives and using web applications.
Which of these looks great, but I might need some help to implement?
The guideline that looks great but I might need some help to implement would be 6.4: Enhance capacity for monitoring progress. I haven't been very good at providing my students time to reflect on their work or even allow them to do project presentations. It typically comes down to us running out of time and needing to move on to the next lesson. So the first thing to get cut is the reflection portion of the assignment, which in turn doesn't allow me to give adequate feedback.
What I would like to explore more in terms of implementing UDL:
I would like to explore more of the Engagement of Learning, or the "Why". It's more of the neuroscience behind learning that really intrigues me. And not just the engagement, but more of the Self-Regulation the UDL Guidelines offer. After 12 years of teaching, I sort of see this downhill slope of students not using coping skills and being engaged with their environment which promotes learning. I think studying the root of the problem would be beneficial. HERE is the link to the guidelines with links for your searching pleasure. Click HERE to watch a video. David Rose speaks on the overall structure of the chart and why it's laid out the way it is. It's very informative!
1. Provide multiple means of Representation:
- Present content and information in multiple media and provide valid supports
- Graphics and animation
- Highlight critical features
- Activate background knowledge
- Support vocabulary
2. Provide multiple means of Action and Expression:
- Provide models
- Give feedback and supports for their different levels of proficiency
3. Provide multiple means of Engagement:
- Help them risk mistakes and learn from them
- If they love learning they will persist through challenges
- Offer options for different learners and keep them engaged in their interests
But the most important thing you can do when implementing UDL is to always keep in mind the learning goal! It's imperative that you "get rid of barriers caused by the curriculum, and keep the challenge where it belongs" (CAST, 2010).
Which guidelines am I already using?
A guideline I'm already using in my classroom is Checkpoint 1.3: Offering alternatives for visual information. I currently use a program called Pitsco Education for my STEM class. They provide descriptions in text and spoken for all images, as well as graphics and videos. Once the video learning is accomplished, students encounter tactile learning the understand the concepts through the use of equipment. The program also allows from a competent aide or partner.
Which of these could I add right now to my teaching?
A guideline I could add right now to my teaching would be 5.2: Use multiple tools for construction and composition. Especially with remote learning going on right now, this guideline can come in handy by providing virtual manipulatives and using web applications.
Which of these looks great, but I might need some help to implement?
The guideline that looks great but I might need some help to implement would be 6.4: Enhance capacity for monitoring progress. I haven't been very good at providing my students time to reflect on their work or even allow them to do project presentations. It typically comes down to us running out of time and needing to move on to the next lesson. So the first thing to get cut is the reflection portion of the assignment, which in turn doesn't allow me to give adequate feedback.
What I would like to explore more in terms of implementing UDL:
I would like to explore more of the Engagement of Learning, or the "Why". It's more of the neuroscience behind learning that really intrigues me. And not just the engagement, but more of the Self-Regulation the UDL Guidelines offer. After 12 years of teaching, I sort of see this downhill slope of students not using coping skills and being engaged with their environment which promotes learning. I think studying the root of the problem would be beneficial. HERE is the link to the guidelines with links for your searching pleasure. Click HERE to watch a video. David Rose speaks on the overall structure of the chart and why it's laid out the way it is. It's very informative!
As teachers and librarians, we must keep into account that UDL gives learning opportunities for ALL. The more you differentiate your lessons, the better more quality learning you will have in your classroom. We must stop thinking about giving kids an EQUAL education and start giving them an EQUITABLE education. If we were providing equal opportunities, we are saying that every student is starting on the EXACT same level, which is never the case. But if we allowed EQUITABLE learning opportunities, it allows us as teachers to meet the student where they are and grow from there, with the hope that every student will have the same end goal. Hence, this is where differentiated lessons should come into play (or UDL)!
References:
CAST (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udiguidelines.cast.org
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