What is Universal Design for Learning?

-This fairly progressive design for the classroom is a relatively new form of instruction. This process is meant to reach out to all students and make sure that each individual is learning the information the best way that they can, regardless of native language, learning disability, etc.

THERE ARE THREE PARTS TO BE CONSIDERED WHEN USING UDL

- The first aspect is: The Multiple means of Representation. This term illustrates the teachers ability to provide students with options for perception, language and symbols, as well as comprehension. These options are important because they allow students to talk about and figure out problems in more than one way and to find avenues of figuration that make more sense to them. An effective example would be to connect symbolic numbers with a physical manipulative or (hands on” experience if you will. Since every student is different, whether they be a visual leaner or do best from lecture and text analysis , the teacher must accommodate for such styles.

-The second part is to provide a Multiple Means of Action or Expression. In other words, allow students to present their answers and findings in a variety of ways. Every student has a different way of best describing what they mean whether it is through speech, writing, visual representation etc., so encourage them to elaborate on their knowledge the most effective way possible.

-This step enables the leaner for excessive skills and fluency. It accepts physical action through accessing tools and technologies to help for a better understanding. This concept not only helps the specific student but it also opens up new insight to the students peers by helping them see a problem or a solution in a different light.

• Lastly, the idea of providing Multiple Means of Engagement. This may be the most important because in order to have the student represent or express their knowledge, they must first be willing to learn the information in front of them. The instructor must show the importance of what their students are learning and keep them interested. Once you have the students interest you can begin to provide ways in which the student will remain motivated and sustain effort and persistence. It is at this point when the leaner can begin to assess themselves and set goals while being internally driven. In turn this self-regulation creates a life long leaner.

There are four Major guidelines or questions to remember when using UDL1. What are the goals?: How are you relating the standards and the curriculum to the experiments and activities done in the classroom.? Can the student compare what they just learned in the example to other similar problems?2. What are the materials?: Do the materials reach out to each individual in an effective way? Can each student understand and comprehend the materials representations?3. What are the methods being used?: For the given subject what

is the best choice for instruction? Will you lecture, place students in collaborative groups, provide real life experiences, or maybe project based learning? The teacher must do their best in finding the most effective way of getting the message to their class.

4. What are the Means of Assessment?: How are we sure that learning is taking place? What system of evaluation will go out to each student to make sure they have learned the material?

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