Universal Design for Learning (UDL) Classrooms that apply Universal Design for Learning (UDL) principles promote products and an environment that meets the needs of potential users with a wide variety of characteristics. 1. Provi Provides des mult multip iple le mean meanss of of engagement 2. Provi Provide de mult multip iple le mean meanss of of representation 3. Provi Provide de mult multip iple le mean meanss of of action and expression
6 Main Principles of Universal Design: 1. BIG Ideas • Universal design revolves around the BIG IDEA! It’s not just about “how” you learn something but also “what” you’re learning. Why are students learning this? Is it fun? Does it relate to their actual lives? • Relevant connections within universal design is one of the most important components. Authenticity increases students’ intrinsic intrinsic motivation levels and gets them excited! • Other strategies the teacher can include are: use real life examples/situation, set learning goals, design meaningful assessments, utilize a variety of learning strategies
2.Activate Prior Knowledge •Before diving into the new content, teachers should remind students to think about any relevant information that they have hav e learned previously. •Teachers can use a variety of strategies to investigate their students’ prior knowledge. Teachers can have ha ve students fill out a KWL chart, questionnaire, or informal quiz to determine skill levels. •Teachers should adjust their lesson plans to fit the needs of all students. Teachers should have a set of backup plans in case of any obstacles that arise and should exhibit quick thinking when unexpected problems take place. •Techniques used in Universal Design include: Brainstorming, cueing, questioning, telling a story, or creating semantic webs 3. Strate Strategic gic Integr Integrati ation on of of Learn Learning ing Goals Goals • Teachers should attempt to blend both old learning with new learning. • Authentic, real-world examples will help students understand the content and be engaged in activities • Project-Based Learning gives students an opportunity to discover the information themselves. In PBL, students complete a large project in which they usually take on the role of a real-life professional, such as a scientist or journalist. PBL incorporates incorporates other components such as public presentations, discussions with experts, and hands-on activities which increase the level of engagement and excitement in students. • Teachers can use their students’ cultural backgrounds as a source of information. It is important to remember that students learn in different ways and this may be based on their cultural background. • Teachers can use technology to greatly increase student interest. This is especially the case in the 21st century as children are getting introduced to technology at an extremely early age. 4. Use Use Cons Conspi picu cuous ous Stra Strate tegi gies es • Teachers need to make sure that their directions and lessons are clear and c oncise for all students. unde rstand and learn the information • All students should be able to understand
• Teachers should provide specific steps and clarify instructions to maximize the amount of student learning and minimize time spent repeating/answering questions • Teachers can use specific learning strategies that emphasize the attainment of observable skills and behaviors and cognitive strategies that exec beyond content areas. • Learning Strategies: • Content Enhancements—Graphic organizers, semantic mapping, advance organizers, study guides, content diagrams, and guided notes • Word/letter Mnemonics dictionary, times tables, number/object charts, mathematical • Match-to-Sample—Spellers dictionary, formulas, commonly misspelled words • Flow Lists—Category lists • Questioning Strategies • Socratic Questioning • Think-Alouds 5. Apply Apply Medi Mediat ated ed Scaf Scaffo fold ldin ing g • Scaffolding is the key to meeting every individual students’ needs. It provides the support and assistance that some students need to succeed. • Teachers can use scaffolding to bridge the gap between high performers and low performers. • Scaffolding is a way in which teachers can assist students build up to the understanding of the concept or learning task at hand • Teachers can decrease scaffolding in correlation to the students’ increase in understanding • Strategies that can be used in scaffolding include: modeling, task analysis, shaping, forward & backward chaining, and cues/prompts that activate learning 6. Provi Provide de Judi Judici ciou ouss Revi Review ew • Students should have opportunities for planned practice • Judicious review should be cumulative with new information integrated • Judicious review is a performance-based assessment in which students demonstrate what they have learned.
Source: http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice https://soulstrikers.files.wordpress.com/2013/06/8527950743_19d1187880_b.jpg https://uen.instructure.com/courses/314069/files/70594841/preview? verifier=NDqsjbqFGF3DcqEg0tYSk27S9Hf4bCr4TaWFUzcH https://s-media-cache-ak0.pinimg.com/originals/0f/df/ 23/0fdf23412f8fd4d8be96d5f61611e37a.jpg http://authenticlearning.weebly.com/uploads/1/4/5/9/14590390/published/al-elements-jpg.png? 1488386395 http://zulama.com/wp-content/uploads/2013/06/pbl-diagram.jpg
