Universal Design for Learning (UDL) PDF

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❽ Universal Design for Learning (UDL) Introduction Universal Design for Learning (UDL) is a “set of principles for curriculum development that give all individuals equal o...

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❽ Universal Design for Learning (UDL) Introduction Universal Design for Learning (UDL) is a “set of principles for curriculum development that give all individuals equal opportunities to learn” (CAST, 2014). This means that a diverse amount of students in education, incorporating learners with special needs, get adaptable instructional strategies, materials, and appraisals to meet their novel needs. UDL is established in neuroscience research and unequivocally lines up with Vygotsky's hypothesis of constructivism and Piaget’s theory for cognitive thinking. UDL isn't a framework, it lives in each choice you make, and will influence your learning environment on each level. Despite the fact that numerous educators as of now utilize a portion of the UDL Guidelines, using the UDL requires patience and continued practice to eliminate academic and social emotional hurdles that prevent all students from learning at high levels. The flow chart below which was constructed by Dr.Katie Novak, Ed., is a visual that encourages you to envision what a lesson would resemble once you eliminate all hurdles that may prevent learning. “Novak Educational Consulting is the premier organization for designing and delivering high-quality, evidence-based professional development on multi-tiered systems of support, evidence-based tiered interventions, evidence-based literacy models, Universal Design for Learning (UDL), and effective leadership practices.” (Novak Educational Consulting, 2019). Now, obviously you might exercise some aspects of the structure constantly. But if you’re looking where to grow, consider this instrument as your guide to UDL. 53 UDL flowchart (Novak Educational Consulting, 2019) Is there a clear goal, aligned to state You’re not quite there yet! UDL is all standards, for the lesson? Note: It must be about “firm goals, flexible means,” clear to all stakeholders what students NO and requires a clear goal to design should know or be able to do as a result of options and choices. the lesson. Yes Before the lesson begins, do students have options You’re not quite there yet! UDL requires to self-reflect on the standard and their background students to self-reflect to foster strategic knowledge; take a diagnostic assessment, or view planning so you need to build an exemplars, rubrics, etc... to help foster self- opportunity for students to reflect on reflection and goal-setting? NO goal/standard and consider what they already know and how they learn best, so they can make appropriate choices to personalize their learning as they work to meet/exceed the standard. Yes Table of Contents GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) You’re not quite there yet! UDL curriculum Do students have options of the methods and is focused on providing multiple pathways materials they will use to learn the content and/or in to meet firm goals through multiple skills? For example, through multiple means (books, methods. If all students are expected to digital tools, teacher instruction, collaboration, NO learn the same material in the same way, etc...), multiple scaffolds (exemplars, reference without options for them to build sheets, peer-review, rubrics), and tech materials background knowledge, access additional (assistive tech). resources for support/challenge/etc... it would be considered “one-size-fits-all.” Yes You’re not quite there yet! The goal of UDL is to help all students become expert Are there numerous opportunities for students to learners, or purposeful, strategic, monitor their progress so they can self-reflect and resourceful students. They need numerous NO make better choices, optimize challenge and/or opportunities to reflect on their progress, receive additional support as necessary? set goals for their improvement, and monitor the effectiveness of their choices on their ability to meet the standard. Yes 54 You’re not quite there yet! UDL curriculum Do students have options and choices for how they is focused on providing multiple pathways will demonstrate that they met the standard? so students can demonstrate competency (Note: ALL options have to demonstrate standards using multiple means of action and are met, so if the standard is that students will NO expression. Without options for scaffolds SOLVE quadratic equations, all and supports and/or more rigorous options/choices/tools need to align to the challenges, not all students will be equally standard.) engaged. Yes It’s time to look at data and determine which students may need intervention and/or enrichment and consider which Did all students meet/exceed the standard set forth barriers prevented them from meeting the NO at the beginning of the process? standard. This will support you in incorporating additional options and choices on the next lesson. Don’t worry – you’re getting close! Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) (Novak Educational Consulting, 2019) UDL empowers both teachers and students by putting students in charge of their own learning. Yet, there continue to be many misunderstandings about what UDL is and is not. Here’s an infographic created by Dr,Katie Novak Ed. (Novak, 2019) to help spread the word about UDL and provide some practical tips for implementing UDL. UDL can’t be learned by just looking at an infographic, but with the help of teachers, the word can be spread about this education framework that has the ability to shape the future success of all of students. 55 (Novak,2019) Multiple means of Multiple means of Multiple means of Engagement Representation Action & Expression The “why” of learning The “what” of learning The “how” of learning Implementation Tips Allow students to use technology, resources, and tools Allow students to make choices so they Provide visual, auditory, and digital to express knowledge, such as remain invested and engaged materials for each lesson speech recognition software, dictionaries, calculators, exemplars and so on. Give students a choice in how Explicitly tell students why a lesson is Provide scaffold to support students they express what they know or relevant. with reading materials. what they can meet or exceed a standard. Table of Contents GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) Simplify complicated instructions and Offer students tips on how to stay Provide feedback while students provide visuals to facilitate motivated. work. understanding. Have students reflect on their Offer visuals like charts, pictures, Provide a variety of resources to prevent own learning and evaluate the movies, audio clips, and resources frustration. choices they made to express students can touch and manipulate. knowledge. Model comprehension strategies like Encourage students to assess their own Provide tips on how to stay note-taking, highlighting, monitoring, learning using checklists and rubrics. organized. and asking questions. Help students see how the Provide varying levels of challenge. information is transferable to other classes and lessons. Offer opportunities for consistent feedback like self-reflection, peer review, and teacher feedback. 56 References  CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from: http://udlguidelines.cast.org  Novak, K. (2019). UDL Flowchart – Moving Beyond Choice. Retrieved from: https://www.novakeducation.com/udl-flowchart-moving-beyond-choice/  Novak, K. (2019). What is UDL? (Infographic). Retrieved from  https://www.novakeducation.com/what-is-udl-infographic/ Table of Contents