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UDL Thinking Cycle
Sean Dunne
Created on March 23, 2022
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Transcript
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Ask yourself, What do we know about the ākonga?
- Cultures, languages and identities
- Connections to place
- Strengths and passions
- Prior knowledge and experience
- Specific needs and preferences
- What’s on top?
- Wellbeing and morale
- Time of day, time in the week
- Environment: online, F2F, field trip
- Familiar or unfamiliar activity or setting
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Ask yourself:
- What is the goal?
- Why are we doing this?
- What could success look like?
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Ask yourself, What in our design or the way we teach and communicate could create inequity and discrimination or get in the way of learning? Think about possible barriers to:
- engagement and motivation
- accessing and understanding information
- participating in learning and expressing knowledge.
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Click here to see where the barriers might hide
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
Where the barriers might hide in the design of learning:
Our choice of teaching and communication approaches
The way goals and purpose are derived and expressed
Potential barriers to learning can be hidden in the choices we make in these five areas. Barriers are often created when we offer single approaches that don't allow flexibility.
The design of the physical and virtual learning environment
The design of the assessment
The selection and design of accessible materials and resources on offer
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
Where the barriers might hide in the design of learning:
The way goals and purpose are derived and expressed
Our choice of teaching and communication approaches
Potential barriers to learning can be hidden in the choices we make in these five areas. Barriers are often created when we offer single approaches that don't allow flexibility.
The design of the physical and virtual learning environment
The design of the assessment
The selection and design of accessible materials and resources on offer
The systemic barriers that exist in the wider system
The culture and relationships within the learning space
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Ask yourself, What supports, options and tools can we make available to everyone?
- Build 1:1 or differentiated approaches and supports into the design?
- Include approaches that have worked well in the past
- Include approaches that support wellbeing and belonging, such as kai, music, an organised space, cultural practices.
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Make and implement a plan to support learner variability across all 3 UDL principles (Engagement, Representation, Action and expression):
- Allow what you know about ākonga to influence the design
- Address key barriers
- Build in useful options and universal supports aligned to the 3 UDL principles
- Consider how to get feedback.
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Click here to find out more about the UDL guidelines
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
Universal Design for Learning (UDL) Guidelines
What do we know about the people and context?
Provide multiple means of Representation
Provide multiple means of Action and Expression
Provide multiple means of Engagement
Make and implement a plan to support learner variability
- Allow what you know about learners to influence the design
- Address key barriers
- Build in useful options and universal supports
- Organise feedback approaches.
What's the goal and purpose?
Affective networks: The 'WHY' of learning “Can I connect to this learning, is it of value to me, will I be supported to be successful”?
Strategic networks: The 'HOW' of learning "Can I participate in this learning experience and have equity of access to tools and activities? Will I be able to express myself and demonstrate my understanding in ways that work for me? Will I be supported to plan and manage my learning?"
Recognition networks: The 'WHAT' of learning “Can I see myself and the way I communicate represented in the content, materials and approaches? Can I access everything? Can I use the materials to build understanding in a way that makes sense to me?”
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Ask yourself: Does the lesson or activity provide options that can help all ākonga:
- engage and interest all ākonga?
- Sustain effort and motivation?
- Regulate their own learning?
Ask yourself: Does the lesson or activity provide options that can help all ākonga:
- Access the content and materials?
- Understand the symbols and expressions?
- Reach higher levels of comprehension and understanding?
Ask yourself: Does the lesson or activity provide options that can help all ākonga:
- Physically respond and participate in the learning experiences
- Express themselves fluently?
- Act strategically?
Identify universal supports
Click here to find out more about the UDL guidelines
Created by Chrissie Butler
Universal Design for Learning (UDL) Thinking Cycle
Click the images below to find our more about each stage of the Thinking Cycle:
What do we know about the people and context?
Ask yourself:
- What options, universal supports and strategies worked well?
- What didn't work so well?
- What did the feedback highlight?
- What will I try next time?
What's the goal and purpose?
Teach, evaluate, revise
Identify possible barriers to learning in the design
Make a plan supported by UDL Guidelines
Identify universal supports
Created by Chrissie Butler