Universal Design for Learning

Universal Design for Learning (UDL) is an educational approach that has evolved from recent brain research.  Intended to reach all types of learners at their most comfortable instructional levels, curriculum is designed around three key questions:

1.  HOW does a learner gather and categorize information he/she receives?

2.  HOW does a learner best organize and express his/her ideas?

3.  HOW does a learner get and stay motivated to learn?

The final question is probably the most important one to start with, as motivation is key to learning of any type.  Finding out what stimulates interest, excitement, or motivation in learners is key to engaging them in instruction.  In this category, it is important to consider everything from the environment in which material is presented, to how students are asked to interact with one another and their own thoughts while learning.  All of this has a marked impact on their engagement with what you are trying to teach.  The problem is that every learner is different, and what motivates one may intimidate another.  This where gauging that classroom climate comes into play.  The trick is recognizing what works best for a majority of your class, and then adapting on an individual basis for those who will be truly uncomfortable and need a different type of stimulation for engagement.  

Looking back to Dweck's Theory of Motivation (previous posting) may help in this realm.

The first question involves the obtaining and arranging of knowledge.  This area requires that information be presented in a variety of formats and methods for all students to become adept.  Some of the best ways to do this involves presenting the material in a variety of ways (audio, visual, kinesthetic, etc.) that engage the senses and allow them to process the info.  Second, provide an alternative to just written or spoken explanations.  Remember that students learn well when material is presented in visual formats as well, but not every visual is clear.

The second question addresses the element of response, and, in turn, assessment.  Providing students with various ways to respond to content they have learned allows for a wider range of success.  To this end, students can be given choices as to their responses to learning.  This allows for differentiation and creative expression for those who are inclined to respond best in this manner, and more linear or conceptual thinking options for students who are more likely to respond well to a highly structured task.

In summary, the major intents of UDL in curriculum design and implementation are threefold:
1.  To provide multiple means of representation of content material
2.  To provide multiple means of action and expression for students to articulate and exemplify the extent of their learning
3.  To provide multiple means of engagement so students are interested and motivated to learn from beginning of unit to end
The overall goal of UDL is to give educators a means by which to consider the learning needs of EVERY student, not just provide instruction that works "for the masses" but does not give students a stake in the setting, obtainment or proof of their educational goals.

A helpful reference website is provided at the right.