Universal Design for Learning (UDL) SHSU Assignment

 Universal Design for Learning

What is UDL? “Universal Design for Learning (UDL) is a research-based set of principles that provide a practical framework for using technology to maximize learning opportunities for students” (Blue & Pace, 2011). The goal of UDL is to create learners who are purposeful, motivated, resourceful, knowledgeable, strategic and goal-directed. UDL is considered best practice for teaching all diverse learners in an inclusive learning environment. 

This video is worth watching and very informative:

Which of these guidelines am I already using?

As a classroom teacher, I can see how I have been using the  UDL principles  without even knowing. As I was reading the UDL Framework , I believe I have used a bit of each one. The one that I feel I’ve had the most practice with is the principle, Provide Multiple Means of Representation, the “what” of learning. How have I implemented this?

• I provide visual stimuli, auditory, and digital materials for each lesson

• Providing scaffolding to support students with reading materials

• Model comprehension strategies like note-taking, monitoring, and highlighting

• Help students see how the information is transferable to another subject/class

• Simplify instructions and provide visuals to increase understanding

• “Chunk” information into smaller elements

• Allow the use of text-to-speech during weekly tests and state assessments 

• Use multiple examples and non-examples to emphasize critical features

•  Use cues and prompts to draw attention to critical features

Which of these could I add right now to my teaching practice?

One aspect of the UDL guidelines that I would like to implement in my classroom falls under the principle of Engagement. After reading about UDL, I believe that I need to find ways to offer opportunities for consistent feedback like self-reflection, peer review, and teacher feedback. Sometimes as educators we grade our students' work, but I feel we need to hold them accountable for their work. Allowing them to self-reflect on what mistakes they make and the  “why” of it. In addition, having students peer reviewing their work will also allow them to understand the “why” of their learning. I will also need to meet with students and conference with them to provide that teacher feedback. 

    Which of these looks great, but I might need some help to implement?

I believe I could improve on the principle of Action & Expression, or the “how” of the learning.  I struggle with enhancing capacity for monitoring progress. I know that the use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples are the correct way to implement this guideline. But, how? What would be the correct checklist, rubric, or example that can be used regularly for students. As  a teacher, it is hard to do so many different checklists and such. Yes, we need to differentiate for all students, but is there a way that can be used for all?

What would I like to explore more in terms of implementing UDL?

As a classroom teacher and future librarian, I will find resources that I can use to implement the UDL guidelines in my classroom and library. I found the following e-book titled, “Succeeding in the Inclusive Classroom : K-12 Lesson Plans Using Universal Design for Learning” by Debbie Metcalf. As teachers this eBook is a great resource and help since it has already pre-made lesson plans to address diverse learners. The lessons are very detailed and show the UDL guidelines being implemented. 

Another article I  found titled, “Providing Multiple Means of Action and Expression in the Early Childhood Classroom through a Universal Design for Learning Framework'' talks about how to ensure that preschool or early childhood classrooms are also getting those best practices from the UDL framework. The article gives ways to approach the classroom and how to incorporate these strategies. 

Lastly, I found a book titled, “Your UDL Lesson Planner: The Step-by-Step Guide for Teaching All Learners 1st Edition” by Patricia Kelly Ralabate Ed.D. In this book, teachers are walked through the entire UDL lesson planning process, from developing learning goals to monitoring student progress. This will help me design lessons that are appropriate for all students' needs. 

There are so many resources available that explain to teachers and librarians on how to implement the Universal Design for Learning guidelines. I can’t wait to implement this in my classroom this school year!

Sources:

Blue, E. V., & Pace, D. (2011). UD and UDL:Paving the way toward inclusion andindependence in the school library. Knowledge Quest, 39(3), 48–55.

Hovey, K. A., Gauvreau, A. N., & Lohmann, M. J. (2022). Providing Multiple Means

of Action and Expression in the Early Childhood Classroom through a Universal Design

for Learning Framework. Journal of Special Education Apprenticeship, 11(2).

Metcalf, D. (2011). Succeeding in the Inclusive Classroom : K-12 Lesson Plans Using

Universal Design for Learning. SAGE Publications, Inc.

Robinson, D. E. (2017). Universal design for learning and school libraries: A logical

partnership. Knowledge Quest, 46(1), 57–61.