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UDL in the Classroom

VICTORIA LINDSAY
SUMMER 2018
Goals:

After this discussion, ELA Department will be:

 Familiar with UDL


 Able to identify guiding principles of UDL
 Able to identify curriculum components of UDL
 Able to see why UDL works with our new model of student ownership
 Ready to implement one or more aspects of UDL into planning
What is UDL?

Universal Design for Learning is a set of principles


for curriculum development that gives all individuals equal
opportunities to learn.

UDL provides a blueprint for creating instructional goals, methods,


materials, and assessments that work for everyone
Source: Singer, S (2016)
Discussion: Who on the ELA team is experienced or knowledgeable
with UDL? Who can those who are just learning turn to for guidance?
Guiding Principals

Representation

 Provide alternatives for accessing information (visual, auditory, etc.)


 Front load instruction to activate prior knowledge in multiple ways (organizers, pre-
teaching concepts, etc.)

Discussion: In what ways can teachers provide alternative ways to access information?
How can we work language goals for ELLs? How can we use the student’s personal
information on learning styles to help us with designing universally accessible
instruction? What resources and skills do we have as a team to share ideas?
Guiding Principals

Action and Expression

 Provide options for responding: type, written, oral


 Provide options for submitting assignments

Discussion: What did we learn last year from trying menus for assignments? How do we
create standards-based rubrics as a team to ensure rigor of assignments? What
resources do we have already in place to assist teachers in the classroom to provide
options to students?
Guiding Principals

Engagement

 Provide opportunities that increase authenticity and relevance of instructional


activities (culturally and personally relevant, background knowledge)
 Provide options that encourage collaboration and communications (small
groups, peer collaboration, etc.)

Discussion: How can we as educators keep ‘our finger on the pulse’ of student
interests to increase engagement? How can we give students who prefer to work
alone and have traditional routines opportunities to practice interpersonal skills?
Curriculum
Components
Goals
 Goals are known to be clear,
observable, measurable, and
aligned with state standards.
The goals can be rigorous
while still adhering to UDL
principles.
Image Source: Iris, 2018
Discussion: How can we, as a
department, discuss the intent of
the goal and follow with the
multiple ways to access and
demonstrate mastery? How can
we make this process a part of
student goal setting?
Curriculum
Components
Instructional Materials
 After establishing goals, we
must evaluate materials that
support UDL. Materials should
be engaging and challenging
to all students.
Image Source: Iris, 2018
Discussion: Brainstorm traditional
materials such as textbooks and
lectures, their barriers, and UDL
solutions. What resources do we
have of materials that are flexible
and more likely to engage a
variety of learners? How can we
offer a variety of materials,
including fixed materials, to give
choice to our students? How can
we use technology to benefit from
the flexibility of material (being
able to manipulate text)?
Curriculum
Components
Instructional Methods
 Teachers must be flexible to teach content
and skills to reach students with different
learning styles and abilities. Instructional
methods should reflect the diversity of the
classroom.
 Example: The instruction method of
summarizing information in a mini-lesson
requires a student to learn from limited
examples, independently identify key ideas,
be able to process the information they hear.
The UDL solution would be to provide multiple
examples of concepts, highlight essential
keywords, and provide supports such as
printouts highlighting key ideas to accompany
the mini-lesson.
Discussion: what other was can we bring UDL
solutions into our classrooms regarding
instructional methods? (multiple media and
formats to support mini-lessons, flexible grouping,
feedback, alternatives for students to show what
they know, rubrics).
Image Source: Iris, 2018
Curriculum Components

Assessments
 By allowing student choice in
showing mastery, are we Assessments should:
giving students an unfair
advantage? No, when we
give students options in how
they show us mastery, they
learn self-direction and
having choices encourages
students to be active
learners.
Discussion: How can we
incorporate student choice in
assessments? What are some
options that reflect student
learning styles and talents? How
do we maintain rigor in
assessments while still being
flexible?
Discussion and Final Thoughts

 As we welcome students back into the classroom, how can we


work UDL into how we introduce student ownership to students?
 What is the first UDL concept you want to bring into the classroom?
 What practices do you already have in place that support UDL?
 What practices do you already have in place that need minor
adjustments to support UDL?
References

 Singer, S. PSEL (2016). Universal Design for Learning [PowerPoint]


 IRIS | Universal Design for Learning: Creating a Learning Environment that
Challenges and Engages All Students. (2018). Iris.peabody.vanderbilt.edu.
Retrieved 10 June 2018, from
https://iris.peabody.vanderbilt.edu/module/udl/#content

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