Universal Design for Learning

 


Universal Design for Learning


Part 1: Summary of Using Universal Design for Learning Standards-Based Lessons

This week, the topic of this blog will delve into the idea of Universal Design for Learning (UDL) and its connections to our educational systems. To summarize universal design, we will look at the work of Kavita Rao and Grace Meo. Rao and Meo (2016) explain that Universal Design for Learning can be used to design lessons to address learner variability. In their scholarly article, Using Universal Design for Learning Standards-Based Lessons, they give a breakdown of how teachers can use UDL to develop lesson plans in a four-step process. Below, I will break down the four steps.

Step 1: Goals

Creating goals for standards-based lessons is an important part of Universal Design for Learning, and Rao and Meo (2016) surmise that these goals must be clear statements. If the statement is not clearly defined, then there may be barriers for students in a classroom. While creating these clear goals, a teacher should also include differentiation opportunities to meet students who may have potential barriers.

Step 2: Assessments

When teachers create instructional goals, the end goal should be a formative or summative assessment to garner details of a student's mastery of the subject. Rao and Meo (2016) detail that by using UDL guidelines, teachers can develop formative or summative assessments by asking the question “how can students demonstrate achievement of the identified goals in varied ways?”

Step 3: Methods

Teachers' methods bring information to the educational table. Teachers employ hundreds of different methods a year to engage students and convey information. Rao and Meo (2016) begin this step with direct suggestions from UDL checkpoints brought forward in their article. These checkpoints allow for comprehension at a wide range of learning, and provide ideas for scaffolds to use during educational activities (Rao and Meo, 2016).

Step 4: Materials

When building lessons, teachers must consider the resources that will be used. Differentiating materials for students is a key part of Rao and Meo’s steps for using UDL in standards-based lessons. According to Rao and Meo (2016), teachers can include materials that can be low tech (post-its, index cards), high tech (computer, tech tools, or help students chunk or process information.


Summary

Standards-based lessons bring forward skills that students must learn and master in order to progress through their schooling. Utilizing UDL guidelines in these lessons can help reach a wide range of learners in our classrooms. By considering clear goals, making assessments based on clear goals, utilizing engaging methods, and differentiating materials, a teacher will be able to reduce barriers for many students who may not have been able to reach those goals without them.



Part 2: CAST Universal Design for Learning strategies


While studying UDL guidelines, I came across two strategies that I would love to use in upcoming lessons. The first is optimizing relevance, value, and authenticity. Cast (2024) details that to engage a variety of learners, it is important to “highlight the utility and relevance of learning” and “demonstrate relevance through authentic, meaningful activities”. Cast (2024) lists the following options to optimize learning


  • “Vary activities and sources of information”
  • “Design activities so learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to their participants.”
  • “Provide tasks that allow for activity participation.”
  • “Invite personal response, evaluation, and self-reflection to content and activities."

Another strategy available using the UDL guideline is offering action-oriented feedback. Teachers can sometimes get into a habit of using basic feedback such as “good work” or “this is not correct”. Instead, CAST (2024) gives the following suggestions for giving action-oriented feedback:

  • Offer feedback that “encourages perseverance…efficacy, and self-awareness”
  • Offer frequent, specific, and timely feedback
  • Offer feedback that is “substantive and informative rather than comparative or competitive.”
  • Offer feedback that encourages risk-taking

By utilizing these strategies and guidelines, lessons that are developed can help reach any learner.

Part 3: Reflection on the Digital Use Divide

In the National Educational Technology Plan (2024), writers detail the divide in digital use in our schools. Specifically, the NETP (2024) gives guidance on how to use UDL principles by utilizing active use technology practices. Active use of technology practices includes design, critical thinking, and peer collaboration (NETP, 2024). By utilizing these active use practices, educators can reach students of any level to ensure mastery is gained in their subject.


References

CAST. (2024). Optimize relevance, value, and authenticity. Cast.org. https://udlguidelines.cast.org/engagement/interests-identities/relevance-value-authenticity

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netpRao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards-based lessons. SAGE Open, 6(4).

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