Universal design for learning
UDL
Teaching for Diverse and Inclusive Classrooms
University of the People EDUC 5711-01
start
Table of Contents
Universal Design for Learning (UDL)
Introduction
Three Principles of UDL
Four Components of UDL
UDL Resources
References
Introduction
Education is an ever-evolving landscape. The imperative to create inclusive, accessible, and engaging learning environments is more pressing than ever before. Universal Design for Learning (UDL) has surfaced as a transformative framework to meet this need by giving educators a robust set of principles. These principles are designed to serve the diverse learning styles, preferences, and abilities of each student. With its origins in architecture, UDL was adapted to education with the purpose of addressing the various barriers that impede and sometimes completely block effective learning (Stanford & Reeves, 2009). UDL is built on the following core principles: Multiple Means of Engagement, Representation, and Action & Expression. These principles guide educators as they accommodate individual student differences by helping them create flexible learning experiences, ensuring every student is given the opportunity to succeed (Ralabate, n.d.). It is through the strategic implementation of UDL that educators can tear down traditional barriers to education and rebuild a more inclusive atmosphere. One in which all students have an equal chance to thrive. The goal of this project is to take a deep dive into the principles of UDL, offering practical guidelines usable in real-world scenarios to illustrate how these principles can be integrated seamlessly into everyday classroom settings. Embracing UDL significantly boosts the learning experience and is a meaningful step towards a more equitable and effective educational system. In this presentation, we will explore the principles of UDL in depth, along with their guidelines, teaching strategies, and classroom scenarios. We will also cover the four components of a UDL curriculum and provide a resource list to help educators obtain the necessary tools to implement UDL in their classrooms and schools. By the end of this presentation, you will have a comprehensive understanding of how UDL can transform your teaching practices and create a more inclusive learning environment for all students.
Three Principles of UDL
The Universal Design for Learning (UDL) Principles, developed by CAST (2018), are a framework designed to improve and optimize teaching and learning for all individuals based on scientific insights into how humans learn. These principles are intended to ensure that all learners can access and participate in meaningful and challenging learning opportunities.
Provide multiple means of
Engagement
Provide multiple means of
Representation
Provide multiple means of
Action & Expression
Provide multiple means of
Engagement
This principle addresses the "WHY" of learning. It focuses on stimulating learners' interests and motivations to learn. By providing multiple ways to engage learners, educators can cater to diverse preferences and needs, ensuring that all students are motivated and able to participate in the learning process (Avcioglu, 2017; CAST, 2018).
Provide multiple means of
Representation
This principle deals with the "WHAT" of learning. It emphasizes the importance of presenting information and content in various ways to accommodate different learning styles and abilities. By offering multiple representations, educators can help learners understand and process information more effectively (CAST, 2018; Gonzalez, 2020).
Provide multiple means of
Action & Expression
This principle pertains to the "HOW" of learning. It focuses on allowing learners to demonstrate what they know in different ways. By providing various methods for action and expression, educators can support learners in expressing their knowledge and skills in ways that best suit their individual strengths and preferences (CAST, 2018; Clark, 2020).
Four Components of UDL Curriculum
Instructional Materials
The media and tools used for teaching content
Learning Goals
An outline of the learning objectives for students
The four components of UDL Curriculum are foundational elements from CAST (2018)'s Universal Design for Learning framework. These components work together to create flexible, inclusive learning environments that accommodate diverse learner needs.
Assessments
The approach for assessing learning
Instructional Methods
The method of delivering the content
UDL Resources
Universal Design for Learning (UDL) Guidelines by CAST
https://udlguidelines.cast.org/
HIAT UDL Tool Finder
https://www.montgomeryschoolsmd.org/departments/hiat-tech/udl/udl-tool-finder/
Training & Technical Assistance Center
https://education.wm.edu/centers/ttac/resources/focusarea/
References
EDUC 5711 - Teaching for Diverse and Inclusive ClassroomsGroup Assignment - Group 0004C
University of the People
Haile Getnet Abu Dhabi, UAE Mathmatics Teacher
Angelo Pimental Beijing, China High school Educator
Nordia Salmon Japan ESL Teacher for Elementary and Kindergarten
Tyler Young Ningbo, China ESL Specialist, Primary School
Acknowledgments Special thanks to our instructor Dr. Kahn-Wiley, for her guidance and support. A big thank you to our family, friends, and colleagues who have supported us during the process.
HIAT UDL Tool Finder
The UDL Tool Finder, developed by the High Incidence Accessible Technology (HIAT) department of Montgomery County Public Schools (n.d.), is a resource designed to help educators and students locate accessible technology solutions for common learning barriers. This tool aligns with the principles of Universal Design for Learning (UDL), providing practical, technology-based solutions to enhance learning experiences. It categorizes various assistive technologies and educational tools to address specific learning challenges, supporting the creation of flexible and inclusive learning environments that accommodate individual needs.
https://www.montgomeryschoolsmd.org/departments/hiat-tech/udl/udl-tool-finder/
Training & Technical Assistance Center
The Training and Technical Assistance Center (T/TAC) at the William & Mary School of Education (n.d.), provides a comprehensive resource hub that supports educators in integrating Universal Design for Learning (UDL) principles into their classrooms. The website offers a wide range of materials, tools, and information organized by specific focus areas, including UDL implementation. This resource center aims to help teachers create more inclusive and flexible learning environments by providing practical strategies and evidence-based practices aligned with UDL principles. By offering easily accessible and categorized resources, T/TAC facilitates professional development in UDL, enabling educators to design instruction that addresses learner variability and removes barriers to learning for all students, including those with disabilities.
https://education.wm.edu/centers/ttac/resources/focusarea/
Instructional materials
These are the media used to present content and demonstrate learning. UDL materials offer multiple media options and include embedded support. This approach enables teachers to use flexible materials that allow them to present concepts in a variety of ways, catering to the diverse needs of learners. For example using digital text is the most common form of flexible media, as its content can be separated from its presentation. Using digital text on a computer screen can be adjusted in various ways, such as changing the font size, enabling text-to-speech, or highlighting text as it is read, making it more accessible to a wider range of students (Iris Center, n.d).
Instructional MEthods
Instructional methods are usually defined as the instructional strategies used by educators to support student learning. UDL methods should be flexible and adjusted through consistent monitoring of student progress (Ralabate, n.d.). Iris Center (n.d.) explained that traditional instructional methods usually lack flexibility and offer limited options for students to access the content. These methods usually encourage passive learning, and require students to memorize information from texts, lectures, or videos. Although these methods may be effective for some learners, they usually fail to address the needs of all students and do not engage all learners effectively.
ASSESSMENTS
UDL assessments are more concerned with accurately measuring learner knowledge, skills, and engagement by ensuring construct relevance and reducing or eliminating irrelevant or distracting elements that interfere with the assessment’s validity. In a UDL classroom emphasis is placed on cultivating the skills of learning itself through diverse assessment methods (Stanford & Reeves, 2009). These assessments should be equitable, fair, and accessible to all.
Universal Design for Learning (UDL) Guidelines by CAST
The UDL Guidelines by CAST serve as a foundational framework for educators seeking to create inclusive learning environments. These guidelines are built around three primary principles: providing multiple means of engagement, representation, and action and expression. In the context of a math classroom, this means offering various ways for students to engage with mathematical concepts, such as through hands-on activities, visual aids, and collaborative problem-solving tasks (Schiro, 2013). The guidelines encourage teachers to consider the diverse needs of their students and to create flexible learning experiences that allow for individual choice and self-regulation. By following these guidelines, educators can ensure that all students have equal opportunities to succeed in mathematics (Alvior, 2014).
https://udlguidelines.cast.org/
Learning goals
Ralabate (n.d.) explained that learning goals are typically referred to as learning expectations. They represent the knowledge, concepts, and skills students must acquire and are usually aligned. Rose (n.d), further explained that all four components are highly interconnected, with the goal being the starting point for the lesson. The methods, materials, and assessment techniques are selected to achieve this goal. They highlighted that UDL is very focused on both how the students are doing, and how the goals, the methods, materials, are working.
Universal Design for Learning
Luchini
Created on July 15, 2024
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Akihabara Microsite
View
Essential Microsite
View
Essential CV
View
Practical Microsite
View
Akihabara Resume
View
Tourism Guide Microsite
View
Online Product Catalog
Explore all templates
Transcript
Universal design for learning
UDL
Teaching for Diverse and Inclusive Classrooms
University of the People EDUC 5711-01
start
Table of Contents
Universal Design for Learning (UDL)
Introduction
Three Principles of UDL
Four Components of UDL
UDL Resources
References
Introduction
Education is an ever-evolving landscape. The imperative to create inclusive, accessible, and engaging learning environments is more pressing than ever before. Universal Design for Learning (UDL) has surfaced as a transformative framework to meet this need by giving educators a robust set of principles. These principles are designed to serve the diverse learning styles, preferences, and abilities of each student. With its origins in architecture, UDL was adapted to education with the purpose of addressing the various barriers that impede and sometimes completely block effective learning (Stanford & Reeves, 2009). UDL is built on the following core principles: Multiple Means of Engagement, Representation, and Action & Expression. These principles guide educators as they accommodate individual student differences by helping them create flexible learning experiences, ensuring every student is given the opportunity to succeed (Ralabate, n.d.). It is through the strategic implementation of UDL that educators can tear down traditional barriers to education and rebuild a more inclusive atmosphere. One in which all students have an equal chance to thrive. The goal of this project is to take a deep dive into the principles of UDL, offering practical guidelines usable in real-world scenarios to illustrate how these principles can be integrated seamlessly into everyday classroom settings. Embracing UDL significantly boosts the learning experience and is a meaningful step towards a more equitable and effective educational system. In this presentation, we will explore the principles of UDL in depth, along with their guidelines, teaching strategies, and classroom scenarios. We will also cover the four components of a UDL curriculum and provide a resource list to help educators obtain the necessary tools to implement UDL in their classrooms and schools. By the end of this presentation, you will have a comprehensive understanding of how UDL can transform your teaching practices and create a more inclusive learning environment for all students.
Three Principles of UDL
The Universal Design for Learning (UDL) Principles, developed by CAST (2018), are a framework designed to improve and optimize teaching and learning for all individuals based on scientific insights into how humans learn. These principles are intended to ensure that all learners can access and participate in meaningful and challenging learning opportunities.
Provide multiple means of
Engagement
Provide multiple means of
Representation
Provide multiple means of
Action & Expression
Provide multiple means of
Engagement
This principle addresses the "WHY" of learning. It focuses on stimulating learners' interests and motivations to learn. By providing multiple ways to engage learners, educators can cater to diverse preferences and needs, ensuring that all students are motivated and able to participate in the learning process (Avcioglu, 2017; CAST, 2018).
Provide multiple means of
Representation
This principle deals with the "WHAT" of learning. It emphasizes the importance of presenting information and content in various ways to accommodate different learning styles and abilities. By offering multiple representations, educators can help learners understand and process information more effectively (CAST, 2018; Gonzalez, 2020).
Provide multiple means of
Action & Expression
This principle pertains to the "HOW" of learning. It focuses on allowing learners to demonstrate what they know in different ways. By providing various methods for action and expression, educators can support learners in expressing their knowledge and skills in ways that best suit their individual strengths and preferences (CAST, 2018; Clark, 2020).
Four Components of UDL Curriculum
Instructional Materials
The media and tools used for teaching content
Learning Goals
An outline of the learning objectives for students
The four components of UDL Curriculum are foundational elements from CAST (2018)'s Universal Design for Learning framework. These components work together to create flexible, inclusive learning environments that accommodate diverse learner needs.
Assessments
The approach for assessing learning
Instructional Methods
The method of delivering the content
UDL Resources
Universal Design for Learning (UDL) Guidelines by CAST
https://udlguidelines.cast.org/
HIAT UDL Tool Finder
https://www.montgomeryschoolsmd.org/departments/hiat-tech/udl/udl-tool-finder/
Training & Technical Assistance Center
https://education.wm.edu/centers/ttac/resources/focusarea/
References
EDUC 5711 - Teaching for Diverse and Inclusive ClassroomsGroup Assignment - Group 0004C
University of the People
Haile Getnet Abu Dhabi, UAE Mathmatics Teacher
Angelo Pimental Beijing, China High school Educator
Nordia Salmon Japan ESL Teacher for Elementary and Kindergarten
Tyler Young Ningbo, China ESL Specialist, Primary School
Acknowledgments Special thanks to our instructor Dr. Kahn-Wiley, for her guidance and support. A big thank you to our family, friends, and colleagues who have supported us during the process.
HIAT UDL Tool Finder
The UDL Tool Finder, developed by the High Incidence Accessible Technology (HIAT) department of Montgomery County Public Schools (n.d.), is a resource designed to help educators and students locate accessible technology solutions for common learning barriers. This tool aligns with the principles of Universal Design for Learning (UDL), providing practical, technology-based solutions to enhance learning experiences. It categorizes various assistive technologies and educational tools to address specific learning challenges, supporting the creation of flexible and inclusive learning environments that accommodate individual needs.
https://www.montgomeryschoolsmd.org/departments/hiat-tech/udl/udl-tool-finder/
Training & Technical Assistance Center
The Training and Technical Assistance Center (T/TAC) at the William & Mary School of Education (n.d.), provides a comprehensive resource hub that supports educators in integrating Universal Design for Learning (UDL) principles into their classrooms. The website offers a wide range of materials, tools, and information organized by specific focus areas, including UDL implementation. This resource center aims to help teachers create more inclusive and flexible learning environments by providing practical strategies and evidence-based practices aligned with UDL principles. By offering easily accessible and categorized resources, T/TAC facilitates professional development in UDL, enabling educators to design instruction that addresses learner variability and removes barriers to learning for all students, including those with disabilities.
https://education.wm.edu/centers/ttac/resources/focusarea/
Instructional materials
These are the media used to present content and demonstrate learning. UDL materials offer multiple media options and include embedded support. This approach enables teachers to use flexible materials that allow them to present concepts in a variety of ways, catering to the diverse needs of learners. For example using digital text is the most common form of flexible media, as its content can be separated from its presentation. Using digital text on a computer screen can be adjusted in various ways, such as changing the font size, enabling text-to-speech, or highlighting text as it is read, making it more accessible to a wider range of students (Iris Center, n.d).
Instructional MEthods
Instructional methods are usually defined as the instructional strategies used by educators to support student learning. UDL methods should be flexible and adjusted through consistent monitoring of student progress (Ralabate, n.d.). Iris Center (n.d.) explained that traditional instructional methods usually lack flexibility and offer limited options for students to access the content. These methods usually encourage passive learning, and require students to memorize information from texts, lectures, or videos. Although these methods may be effective for some learners, they usually fail to address the needs of all students and do not engage all learners effectively.
ASSESSMENTS
UDL assessments are more concerned with accurately measuring learner knowledge, skills, and engagement by ensuring construct relevance and reducing or eliminating irrelevant or distracting elements that interfere with the assessment’s validity. In a UDL classroom emphasis is placed on cultivating the skills of learning itself through diverse assessment methods (Stanford & Reeves, 2009). These assessments should be equitable, fair, and accessible to all.
Universal Design for Learning (UDL) Guidelines by CAST
The UDL Guidelines by CAST serve as a foundational framework for educators seeking to create inclusive learning environments. These guidelines are built around three primary principles: providing multiple means of engagement, representation, and action and expression. In the context of a math classroom, this means offering various ways for students to engage with mathematical concepts, such as through hands-on activities, visual aids, and collaborative problem-solving tasks (Schiro, 2013). The guidelines encourage teachers to consider the diverse needs of their students and to create flexible learning experiences that allow for individual choice and self-regulation. By following these guidelines, educators can ensure that all students have equal opportunities to succeed in mathematics (Alvior, 2014).
https://udlguidelines.cast.org/
Learning goals
Ralabate (n.d.) explained that learning goals are typically referred to as learning expectations. They represent the knowledge, concepts, and skills students must acquire and are usually aligned. Rose (n.d), further explained that all four components are highly interconnected, with the goal being the starting point for the lesson. The methods, materials, and assessment techniques are selected to achieve this goal. They highlighted that UDL is very focused on both how the students are doing, and how the goals, the methods, materials, are working.