Universal Design for Learning for Teachers.

Introduction

Universal Design for Learning (UDL) is a scientific framework in education for teachers that creates flexibility and removes student instructional barriers. The flexibility is created by presenting content “in ways students respond or demonstrate knowledge and skills, and in the ways students are engaged.” Barriers are removed, according to the Higher Education Opportunity Act (2008), by providing “appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” (Robinson, 2017, p. 57) The following information is presented through my analysis of the UDL guidelines. It will help teachers and librarians understand how this framework can be understood and used in an educational setting. To view more information on the guidelines that are discussed, please follow this link: https://www.cast.org/impact/universal-design-for-learning-udl

Which of these guidelines am I already using?

According to the UDL guidelines, the best way to follow the UDL framework is to provide multiple means of representation, which will bridge “concepts with relevant analogies” according to the UDL guideline 3 of checkpoint 3.1 (The UDL Guidelines, 2021). For example, if a portion of students enjoy soccer or like to read Harry Potter, bridging their interests to a lesson or idea would benefit their understanding. Similarly, teachers can use lessons about any war, like the Ukraine-Russia conflict, and match that to the students’ lives. To illustrate, the teacher can correlate the wars to conflicts with family members or friends to explain how conflicts can arise and be settled.

Which of these could I add right now to my teaching practice?

In my current lessons, I would implement guideline 9, which “provides options for self-regulation.” A common theme among students is frustration due to a belief that the work is too hard. This frustration manifests itself in disruptive behavior, which can be relieved because it “promotes expectations and beliefs that optimize motivation.” Correspondingly, “elevating the frequency of self-reflection and self-reinforcements” can be taught through modeling and helping students pinpoint their triggers to frustration. (The UDL Guidelines, 2021) Once students recognize their triggers, I can model and provide self-regulating prompts, visual reminders, checklists, and monitoring of goals to ensure the student understands and improve their behaviors.

Which of these looks great, but I might need some help to implement?

Guideline 9 under checkpoint 9.3, “Developing self-assessment and reflection” is a challenging area (The UDL Guidelines, 2021). I have implemented some charts in my classroom and library that can be implemented to help students collect information on problematic behaviors, so they can monitor those issues and reflect on them. However, I would like a more comprehensive selection of scientifically-backed charts and aids that use computer applications rather than paper as a medium.

Clarifying and exploring resources in Universal Design for Learning

Understanding Universal Design for Learning (UDL) can be complex because it takes time to sift through the language and structure before getting a clear understanding. The best way to do this was to pick one of the nine guidelines, select a checkpoint that looks interesting, and begin reading. As stated previously, I would like to implement checkpoint 9.1 because it provides “options for self-regulation” by promoting “expectations and beliefs that optimize motivation.” (The UDL Guidelines, 2021) I want to increase my knowledge and use of these strategies in my classroom because they alleviate distractions, increase the rate of self-reflection, and reduce the rate of outbursts due to frustration.

An excellent way to find scientifically-based tools and information is to search for scholarly journals and books. Udlguidlines.cast.org provides a long list of journals and books authored by experts who identify how to satisfy UDL guidelines. One journal by C. Ames, inside the book Student Perceptions in the Classroom, discusses interventions or strategies that help students reach achievement goals involving the motivational climate. The strategy is to design “activities that make learning interesting and that involve variety and personal challenge” because students “should understand the reasons for engaging learning tasks and classwork.” (Ames, 1992, p. 333) Numerous other examples within this journal discuss the motivational activities that address issues that affect motivation. If you are interested in this research, follow the appropriate links regarding the guideline and checkpoint desired, and then click on the research tab. The link will take you to peer-reviewed research and information. In summary, I will be using the provided journals for the foreseeable future to help with implementing Universal Design for Learning in my library and classroom.

References

Ames, C. (1992). Achievement goals and the classroom motivational climate. Student perceptions in the classroom, 1, 327-348.

The UDL Guidelines. (2021, October 15). UDL. Retrieved April 22, 2022, from https://udlguidelines.cast.org/