IRIS Module 2
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IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
1
IRIS Module: Universal Design for Learning: Creating a Learning Environment that
Challenges and Engages All Students
Shanice Farmer
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose. Correspondence concerning this article
should be addressed to Sfarmer24@liberty.edu
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
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IRIS Module: Universal Design for Learning: Creating a Learning Environment that
Challenges and Engages All Students
1.
Briefly describe Universal Design for Learning (UDL). In your response, include the
three principles of UDL. (2 – 3 paragraphs)
The Universal Design for Learning allows teachers to provide all students with an equal
opportunity to learn by addressing the individual needs and learning styles of each student. Teachers
must be able to implement multiple means of representation. That entails teachers presenting
information in various formats to cater to different learning styles and providing multiple examples and
resources to support understanding. Learning profile refers to ways in which we learn best as
individuals. The goals of learning-profile differentiation are to help individual learners understand
modes of learning that work best for them and to offer those options so that each learner finds a good
learning fit in the classroom (Tomlinson, 2017, p. 110). Teachers must also offer multiple means of
engagement which includes offering diverse ways for students to engage with the material. For
example, some students may generally learn best when they can move around; others need to sit still.
Some students enjoy a room with lots to look at, color, and things to touch and try out. Other students
appear to function best when the environment is more “spare” because they find a “busy” classroom
distracting (Tomlinson, 2017, p. 111).
Universal Design for Learning (UDL) is a framework that serves to improve teaching and
learning for everyone stated in the article, Universal Design for Learning in Assessment: Supporting
ELLs with Learning Disabilities. Students with disabilities can benefit from accommodations as well as
the entire class if the framework of UDL is properly implemented. There were a few principles of the
Universal Design for Learning method. The first principles included multiple means of engagement,
which provides multiple options for comprehension. The second is multiple means of representation,
which provide options for comprehension. Lastly, multiple means of expression provide options for
expression and communication. Implementing the three principles allows teachers with multiple means
of evaluating for reflection. By having more than one piece of data, teachers can find multiple ways to
assist students with disabilities and modifications of individual accommodations.
2.
When teachers develop goals using the principles of UDL, what is the main thing they
need to keep in mind? Explain. (2 – 3 paragraphs)
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
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When teachers develop goals utilizing the principles of UDL, they must keep in mind that educators
must start with goals that are easily understood but that do not dictate the means, or how learning will
take place (The IRIS Center, 2009). Learning goals are a great way to establish a starting point when it
comes to designing lessons for instruction. Educators should ensure that goals, whether developed by
educators themselves or provided in a published curriculum, are written using clear, age-appropriate
language (The IRIS Center, 2009). Nevertheless, the goal at the start of any lesson should be a clear
way to measure if students mastered the content by the end of the learning experience. Students should
always be aware of their learning goals. For example, in my classroom, we identify the learning goals
as learning targets and they are written on the board so that students will always know what they are
expected to know at the end of the day or the lesson.
Along with the goals being properly communicated to students, the teacher should have
multiple ways to deliver instruction for each student to be able to reach their goals. Rather, the goal
should be flexible, offering students multiple pathways or routes to achieve it. Therefore, when
developing goals, educators should anticipate barriers in the design that might interfere with students’
ability to accomplish the goal (The IRIS Center, 2009). This is why differentiation plays a huge role in
the classroom. Student-centered learning encompasses a diverse range of concepts from education, the
neurosciences, and child development fields, rather than adhering to a singular curriculum, model, or
practice (Mae, 2015). The teacher can find multiple ways to reach a common goal for all students.
3.
Next week, Mr. Schlotzsky, an eighth-grade Social Studies teacher, will begin a
chapter on colonial America. He’ll lecture, write notes on the whiteboard, and give his
students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to
research colonial America in greater depth on the internet and to give a 3 – 5-minute
oral presentation. Help Mr. Schlotzsky evaluate the traditional materials and media
he plans to use. For each component below, list any potential barriers and suggest
UDL solutions. Answer each component fully with at least one complete sentence. Use
citations where needed.
Components
Barriers
UDL Solution
Lecture/notes on the
whiteboard
The student struggles with
reading fluency and cannot keep
up with the pace of the lecture
while also reading/copying notes
from the whiteboard.
All students are provided access
to multiple formats of the history
text (e.g., print, audiobook, e-
book) (The IRIS Center, 2009).
Handouts
The student lacks motivation to
complete the written handout out.
All students are given the option
to write, dictate, or demonstrate
their learning of the content.
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IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
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Internet research
Some students may have visual
impairments that hinder them
from being able to use the
internet properly
Students can be given the option
to research in multiple means
including computers, textbooks, or
videos.
Oral report
Some students may not be able to
speak in front of the class due to a
speech impediment, anxiety, adhd,
etc.
P
rovide an alternative presentation
method such as PowerPoint,
video, infographic, etc
4.
Imagine you are a second-grade teacher beginning a Science unit on plants. Your goal
is to teach the parts of a plant, making sure to incorporate the three principles of
UDL. Using the table below, describe at least two ways you would present the
information, assess your students, and maintain their engagement in the subject.
Complete the three components below with one paragraph each.
Learning Goal: The student will be able to identify the parts of a plant (roots, stem,
flowers, leaves)
Presentation
For the presentation portion of the lesson on plant parts, I would offer the
same information in various ways. I would introduce the information through
a YouTube video with closed captions for students to follow along. The video
will be short and age-appropriate so that it is engaging. This will help reach
the visual and auditory learners. I would also use a PowerPoint presentation to
reinforce the key points of the video. The slides would include a short
worksheet that includes illustrations and a space for students to label the
different parts of the plant. Lastly, I would incorporate a hands-on activity that
allows students to briefly interact with an actual plant or a model of a plant to
identify and explore the different parts of a plant. This will reinforce and
enhance their understanding of the material.
Assessment
For the assessment portion of the lesson, I will use multiple means to gauge
understanding of plant parts throughout the lesson. The different assessment
methods will also cater to diverse abilities and learning styles while also
offering multiple opportunities to show mastery of the learning goal. Students
can provide a written statement on the handout to explain or describe the
different parts of a plant. This can be done independently and at any point in
the lesson once students have received information about plants. Another
method will be a group activity that allows students to analyze different
images while seeing if they can identify specific parts of the plants in the
images. Lastly, I would provide all students options for completing the exit
ticket (e.g., writing, drawing, typing, oral response) (The IRIS Center, 2009).
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
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References:
Delaney, T. A., & Hata, M. (2020). Universal Design for Learning in Assessment: Supporting
ELLs with Learning Disabilities.
Latin American Journal of Content and Language Integrated Learning
.
https://doi.org/10.5294/laclil. 2020.13.1.5
Mae, N. (2015). Centered on Results: Assessing the Impact of Student-Centered Learning.
ERIC
.
https://doi.org/https://eric.ed.gov/?q=the+impact+of+student+centered+learning&id=ED611364
The IRIS Center. (2009, 2023).
Universal Design for Learning:
Designing Learning Experiences That
Engage and Challenge All Students
. Retrieved from
https://iris.peabody.vanderbilt.edu/udl/
Tomlinson, C. A. (2017).
How to Differentiate Instruction in Academically Diverse Classrooms
.
Association for Supervision & Curriculum Development.
Engagement
To maintain engagement throughout the lesson I would first develop ways to
make the subject relatable and make real-world connections. Along with the
videos for visual representation, I would find digital education gaming sites to
assist with vocabulary reinforcement. This would be a great time to
incorporate projects centered around drawing, coloring, cutting, and pasting.
All of those activities can reach different students with different learning
styles. Lastly, I would allow students the opportunity to communicate and
collaborate in small groups to hear the different perspectives and ideas of their
peers.
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
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References
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