Universal Design of Learning (UDL) Ashley Balasa Sara Burr Lindsey Hatfield

Introduction State and federal standards, together with a shift in how literacy is defined. They are asking teachers not only to cover large amounts of material, but also to instill a deep understanding of the material. The central premise of UDL is that curriculum should include alternatives to make it accessible to all types of people. “Universal” in universal design reflects an awareness of the unique nature of each learner as well as the need to accommodate the differences, creating a learning experience that fit the learner and increase their ability to progress.

Origins of UDL - Universal Design was formulated by Ron Mace at North Carolina State University. - Legislation mandating universal access led to the extension of ramps, elevators, talking signs, and other access devices. - Universal design challenges an architect to innovate, often- improving aesthetics and functionality. - Universal design for learning extends universal design in 2 key ways: 1. it applies the idea of built-in flexibility to the educational curriculum. 2. it pushes universal design one step further by supporting not only improved access to information within classrooms, but also access to learning. -Non-educators often make the mistake of equating access to information with access to learning. -As educators, our aim is not simply to make information accessible to students, but to make learning accessible. -Knowing the instructional goal is essential for determining when to provide support and when to provide resistance and challenge.

Overview Provide students with a wide variety of options; reduce barriers and enhance opportunity for every student. Principle I- provide multiple representations of the same information. Provide the same information in a variety of forms (chart doesn’t help a blind student), help kids who have trouble interpreting as well (use verbal review). Two representations provide a richer learning environment.

UDL Appreciation Rethinking Practice Rethink materials of curriculum to enhance by making them more flexible to reach diverse learners. Rethink instructional practices. Clearly set goal and do it yourself ways to reach them for every assignment. Support and challenge learners. Learning is multi-facted. All 3 brain networks involved in learning: –Recognition –Strategic –Affective networks

UDL Appreciation Rethinking Practice Recognize essential cues and patterns master skillful strategies for action engage with learning. Successful learning environment minimizes barriers, which requires highly flexible teaching strategies and materials. UDL framework includes 3 over arching operative principles. Approaches for supporting learners in recognition, strategy, or affect.

Principles Principle 1: to support recognition learning, provide multiple, flexible methods of presentation. Principle 2: to support strategic learning, provide multiple flexible methods of expression and apprenticeship. Principle 3: to support affective learning, provide multiple, flexible options for engagement. Goals also help to focus assessment.

Set Clear Goals Use supports and scaffolds so all students can succeed. Some will need support, some will need more challenges. Set a broad goal with different specifications for each student.

Individualizing Instruction & Assessing Progress Provide instruction that helps each student achieve. Diverse digital tools, some have UDL flexibility built-in. Use strategies from UDL’s 3 principles to make educated choices regarding available alternatives. Effective and ongoing assessment adjust instruction and evaluate the effectiveness of instructional methods and materials used. Check to see these are supporting student progress. Assign assignments with goals, materials, and methods.