Principles of Universal Design for Learning

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a Glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL Guidelines – Version 2.0: Examples and Resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

• If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation.

• If your last name begins with K-O: Choose one Checkpoint from any of the three guidelines from Principle 2 Provide Multiple Means of Action and Expression.

• If your last name begins with P-Z: Choose one checkpoint from any of the three guidelines from Principle 3 Provide Multiple Means of Engagement

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.

Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

1. State the principle and checkpoint (number and description) analyzed.
2. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.
3. Describe the example/resource explored explaining how it works
4. Address each of the “Key Considerations” for the checkpoint.
5. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

Learning Outcomes

This week students will:

1. Analyze the concept and principles of Universal Design for Learning.
2. Evaluate a variety of digital and assistive technologies designed to enhance teaching and learning for all learners.
3. Evaluate UDL lessons for flexible goals, methods, materials, and assessments that support learning for all students.

Introduction

Do you recall the definition of UDL presented in Week Three? Reflect for a moment on what you learned about UDL last week and recall that, in essence, Universal Design for Learning (UDL) addresses how to ensure all students are actively engaged and responsible for their learning. To expand your learning about UDL, each of the Week Four discussions are an opportunity for you to investigate existing high-quality lessons that follow the principles of UDL. Your investigation and subsequent analysis will help you begin to answer how to integrate technology and principles of Universal Design for Learning into your instructional practice as well as further prepare you for the Final Project: Community Event in Week Six.

Week Four Instructor Guidance

Welcome to Week Four of EDU620: Meeting Individual Student Needs with Technology.  Please be sure to review the Week Four homepage and review the specific learning outcomes for the week, the schedule overview, the required and recommended resources, the introduction to this week’s focus, and a listing of the assessments to be completed. Next, be sure to read the Instructor Guidance in its entirety.

Overview
In Week Three, you began building a foundational understanding UDL. This week we specifically analyze the principles of UDL. Moreover, you will analyze UDL in relation to how it can be used to reduce barriers for all students and not just those for students identified formally as having special instructional needs.

Intellectual Elaboration

(CAST, 2008)

UDL Guidelines
For each of the three principles, there are specific guidelines that help direct implementation into the classroom and curriculum.  These guidelines work as checkpoints and are flexible; they must be mixed and matched into the curriculum effectively. It is important to note that UDL checkpoints are not meant to be a prescription for how or what to teach, but a set of strategies that can be employed to overcome the barriers inherent in most existing curriculum that is designed for a one-size-fits-all approach (CAST, 2007). Principle 1: Multiple Means of Representation
For principle one, multiple means of representation, there are the three supporting guidelines:

1. provide options for perception (giving learners the option of watching a video to learn through listening), 
2. provide options for language and symbols (use of word clouds, line graphs, circle graphs could all be used to provide the same information to learners, just in different formats), and
3. provide options for comprehension (creating a PowerPoint presentation or instructional video on the subject).  

For an overview of principal one, watch the following video on Principle One from the CAST UDL online modules website.

For principle two, multiple means for action and expression, there are three supporting guidelines:

1.  provide options for physical action (students can put on a play or building a diorama to represent learning),
2. provide options for expressive skills and fluency (offer a variety of multiple media applications such as text, speech, drawing, illustration, design, film, music, sculpture or video to demonstrate learning), and
3. provide options for executive functions( post goals, objectives and schedules of when assignments are due in the classroom as a visual reminder).

For an overview of principal two, watch the following video on Principle Two from the CAST UDL online modules website.

Principle 3: Provide Multiple Means of Engagement
For principle three, multiple means for action and expression, there are three supporting guidelines:

1. Provide Options for Recruiting Interest (provide students the option to participate in the design of classroom activities),
2. Provide Options for Sustaining Effort and Persistence (provide learning opportunities that allow for active participation, exploration and experimentation, and
3. Provide Options for Self Regulation (create an accepting and supportive classroom climate, were students are free to take risks and experiment with their learning).

For an overview of principal three, watch the following video on Principle Three from the CAST UDL online modules website.

• UDL Guidelines in Practice: Grade 1 Mathematics
• UDL Guidelines in Practice: Grade 5 Language Arts
• UDL Guidelines in Practice: Grade 6 Science 

Minimizing Modifications