Universal Design for Learning: Engaging All Students Effectively

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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 Brandon Willmore School of Education, Liberty University Author Note Iris Center - iris.peabody.vanderbilt.edu or iriscenter.com - https://iris.peabody.vanderbilt.edu/module/udl/cresource/#content I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Willmore, Brandon. Email: bmwillmore@liberty.edu

IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 2 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) Universal Design for Learning (UDL) is an educational framework that addresses the inherent variability among learners by providing a flexible and inclusive approach to instructional design. Recognizing that students differ in their strengths, challenges, interests, and backgrounds, UDL seeks to create learning environments that cater to this diversity. The framework is built on three core principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression. By incorporating these principles, educators aim to proactively design instruction that anticipates and addresses barriers, ensuring accessibility for all students. In the UDL framework, the design of instruction is centered on four primary components: goals, assessments, methods, and materials. Goals should be clearly written, separate from the means, and aligned with the principles of UDL. Assessments should be ongoing, flexible, and used to inform instruction, while methods should be adaptable, offering various options for students to engage in the learning experience. Materials should be flexible, available in multiple formats, and culturally responsive. Importantly, UDL is not a one-time application but an iterative process involving proactive design before instruction, implementation during instruction, and reflection and redesign after instruction. This cyclical approach allows educators to continually refine and improve the learning experience, making it more accessible and beneficial for a diverse range of learners. (IRIS Center, 2023) 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 3 When teachers develop goals using the principles of UDL, the main thing they need to keep in mind is the fundamental shift from assessing “if the student is ready for instruction to questioning if the instruction is ready for all students”. This mindset underscores the core tenet of UDL that barriers reside in the design of learning experiences, not within the students themselves. Instead of focusing on fixing perceived shortcomings in students, educators must identify and address barriers within the four primary instructional components: goals, assessments, methods, and materials. Goals, as described in the UDL framework, should be clear, separate from the means of learning, and designed with multiple means of achievement in mind. This approach empowers educators to anticipate potential barriers and consider various pathways for students to reach the goals, ensuring flexibility and accessibility. In the context of UDL, goals serve as the destination on the educational journey, providing students with a clear understanding of what they are expected to master by the end of a lesson or unit. Emphasizing "clear goals, multiple means," educators communicate objectives in age-appropriate language, promoting learner agency by informing students about their learning objectives. The goal-directed nature of instruction is further enhanced by involving students in co-constructing or personalizing goals. By keeping goals separate from the means of learning, educators create a framework that accommodates diverse learning styles and preferences, fostering an inclusive and engaging educational experience 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

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IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 4 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 Depending on the environment and the students, there can sometimes be barriers related to engagement and comprehension. If students don’t have a clear understanding of the goals for specific tasks that will come after the lecture, they may not fully understand or value the content that is presented via lecture/ notes on the whiteboard. -When creating the lecture presentation, teachers should make purposeful connections to students’ interests and experiences. Try to use strategies to activate background knowledge (e.g. KWL chart). -Refrain from a lengthy lecture and consider interspersing the lecture active learning opportunities. -Teachers should consider using guided notes and recording key ideas with a digital display and/or using think-alouds to verbalize thought processes while modeling Handouts Learning barriers are likely to arise for some learners who do not possess needed background knowledge. Handouts also don’t generally provide teachers to give constructive feedback. It can be more accessible to the student if teachers offer different types of practice activities and use scaffolded instruction to provide supports that can be gradually phased out as students become more independent with demonstrating comprehension or practicing the skill. If teachers can make time to ask questions to guide students’ self- monitoring and reflection as they work. Internet research Some students don’t have the same executive functioning skills as their peers and may be hindered by their ability to research and record notes. They may Students should be given resources and opportunities to access various forms of text (e.g., print, audiobook, e- book). Teachers should allow students to choose their own

IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 5 also be hindered by a lack of interest if they are only given one topic to choose from on relation to colonial America. topic for presentation. Creating opportunities for peer interaction and collaboration through some form of cooperative learning can increase student motivation, positive social interaction, and improved academic performance. If students are working collaboratively, teachers should create groups intentionally or provide clear structure and expectations for group work. Oral report By requiring all students to use a single mode of response (an oral presentation), it may not be the best method for accurate assessment for many students. Oral presentation can create undue pressure and distract students from being able to demonstrate mastery of knowledge/ skills effectively. Students should be given choice on their method to demonstrate learning by offering a variety of different project formats (e.g., give an oral presentation, record a video, write a paper). Projects/ assessments should be geared to answer complex, real-world, and personally meaningful questions or problems over an extended period of time. These questions/ prompts should be open-ended and allow students to apply them to a variety of different topical areas of study. 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 Presenting alternatives to text-based information (e.g., images, videos, interactive media, simulations) Displaying video captions

IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 6 Hyperlinking definitions to new vocabulary in a text Offering text-to-speech software when decoding is not the focus of instruction Providing graphic organizers to guide information processing Assessment The educator provides all students various options to demonstrate their learning (e.g., give an oral presentation, record a video, write a paper)… The educator provides options of practice assessments and study guides to all students in advance of the exam. Engagement Inviting students to choose their own topic for an assignment or project Incorporating authentic activities that reflect real-world situations Generating multiple examples to connect new content to students’ backgrounds and experiences Creating opportunities for peer interaction and collaboration Providing feedback that emphasizes effort and progress

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IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 7 References

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