Exploring Universal Design for Learning

 

Universal Design for Learning, also known as UDL, is a flexible and inclusive approach to teaching and learning in the educational setting. One of the main goals of the Universal Design for Learning is to provide equal, versatile, and accessible learning environments and experiences for individuals with different learning needs and preferences. The universal Design for Learning has 3 main concepts: Engagement, Representation, and Action and Expression.

 

Take a look at the table I created to learn more about the three principles of ULD:

UDL Principle	Explanation
Engagement	·      The “WHY” of learning ·      Provides a range of ways to encourage and engage learners by the means of activities that are hands-on, games, and projects that are interactive ·      The priority of the teacher is to recruit interest from the learner ·      Teachers give students the opportunity to take their own initiative in their learning styles
Representation	·      The “WHAT” of learning ·      This approach entails delivering information in a variety of different ways so that all students are able to have access to information ·      Presenting information can be through visual, auditory, and/or kinesthetic methods
Action and Expression	·      The “HOW” of Learning ·      Allows for learners to communicate their knowledge and comprehension in different ways including writing, speaking, drawing, and with the use of technology

 

Reflecting on My Own Practices in the Classroom

After carefully exploring the different guidelines in each principle, I asked myself the following questions: Which guidelines am I already using? Which guidelines could I add right now to my teaching practice? And Which guideline looks great, but I still might need some help to implement?

 

Which Guidelines Am I Already Using?

Engagement:

1.     Minimize threats and distractions (Guideline 8) – in my classroom, I always try and reduce distractions. I create a class routine at the beginning of the year and follow it through until the end of the year. The board in the front of the classroom always states the objective in a way that’s easy for students to understand as well the agenda stating what we’re doing for the day.

2.     Foster collaboration and community (Guideline 8) – the administrator in charge of the RLA department is always stressing the importance of collaboration and group work so students have the opportunity to learn from one another. I create activities and assignments where all students are involved and working together within their specified role.

3.     Develop self-assessment and reflection (Guideline 9) – after major tests and work assigned to students, I ask them to self-assess how they performed and what they could’ve done better. I then collect the data and send it home, so parents are aware and are also able to keep their child held accountable at home as well.

 

Representation:

1.     Clarify vocabulary and symbols (Guideline 2) – students who need extra content and language supports are provided with an accommodation where students are able to go over unknown words with their mouse and a picture or definition pops up. This helps students understand the meaning of words a lot quicker.

2.     Activate or supply background knowledge (Guideline 3) – before starting any new topic in the classroom, I always ask what they already know about the particular subject. When working on passages, a lot of them are cross-curricular.

 

Action and Expression

1.     Use multiple tools for construction and composition (Guideline 6) – Throughout the school year, we are constantly monitoring students and their learning needs. Students who struggle with spelling are provided with accommodation such as spellcheckers and text-to-speech software. When writing essays and short constructed responses, students are provided with sentence starters.

2.     Guide appropriate goal-setting (Guideline 6) – After each benchmark exam, students input their grade into a graph where they are able to see all their grades at once. At the end of each graph students place their goal for the following exam. Students are aware that goals must be attainable, and we are just aiming for growth.

 

Guideline that looks great, but I might still need some help to implement:

After carefully considering each of the following principles, I found that I might need the most help on Guideline 5 – Use multiple media for communication. When expressing their ideas, it’s not very often where students are able to do that in different ways such as by drawing, with illustrations, comics, or music and film. I would like to incorporate other ways for students to be able to communicate and express their ideas in my classroom. These alternative ways for expression can expand the chances for all students to express themselves in a media-driven way.

 

Guideline I’d Like to Explore:

One of the guidelines that intrigues me the most is Guideline 5: Use multiple media for communication. This guideline is important because learners have different ways they prefer in expressing information. The video titled UDL A Action Expression by UDLA LACOE asks a begging question – If the goal is the demonstration of content, why do we so often limit the students to one mean to express knowledge?

 

If teachers want to be able to see if a student has grasped a concept, teachers should be able to give students the flexibility to present it in a way that makes them the most comfortable and the most sense to them. After all, their point is still getting across. The video highlights the importance of giving options to student because some may not be comfortable with certain tools. For example, some students may be experts at creating videos, but other students may struggle with the idea. The video then continues, “By providing options for multiple forms of media, students can communicate their ideas in the manner which is the most effective for them.”

 

The article titled “What is Multimedia Communication?” by reference.com reiterates the same point that video makes -  “Multimedia communication presents information in an interesting, creative way that helps many different types of learners internalize the data.” Using multimedia communication in the classroom would benefit learner communication and learning styles. The website Inclusive Education provides many different tools and approaches for visual, auditory, and kinesthetic learners. The following are ways that the site recommends using in the classroom:

Visual tools and approaches:

• drawings, graphics, infographics, posters, acrostics, comics
• mural, display, timeline, collage, installation
• board game, magazine, brochure, digital presentation
• movie, storyboard, stop motion film, photographs, advert.

Auditory tools and approaches:

• write and record songs, raps, slam poetry, jingles
• voice avatar (Voki or Voicethread)
• make a news report, podcast
• conversation in social media (Twitter or Facebook)
• publish a blog post, website
• design a survey and interview, talk show, debate, lecture, questions for a trivia show
• soundtrack to a novel, poem, time period, feeling.

Physical tools and approaches:

• construct a model (for example, diorama), installation, sculpture
• create a role play, skit, tableau, dance, puppet show, demonstration, costumes.

 

References:

IAC Publishing. (n.d.). What is multimedia communication? Reference. Retrieved April 12, 2023, from https://www.reference.com/world-view/multimedia-communication-89306cc3d75cfda7

Ministry of Education, N. Z. (2019, December 18). Provide options for expression and communication. Inclusive Education. Retrieved April 12, 2023, from https://inclusive.tki.org.nz/guides/universal-design-for-learning/provide-options-for-expression-and-communication/

The UDL guidelines. UDL. (2022, September 2). Retrieved April 12, 2023, from https://udlguidelines.cast.org/

YouTube. (2019, July 7). UDL a action expression. YouTube. Retrieved April 12, 2023, from https://www.youtube.com/watch?v=6TupyBVkR7w