Universal Design for Learning

Which of these guidelines am I already using?

    In my classroom, I consistently use the Representation guideline. With every lesson I create, I make a point to include options for Perception, Language & Symbols, and Comprehension. Each year, my class is filled with diverse students, each one with different needs and learning styles. One learning style does not always benefit all, so I try and create lessons and activities that include multiple media platforms, provide visual/auditory information, hands on learning, and activate/create background knowledge. I also use options for Physical Action under the Action & Expression guideline. Working with diverse students, some have needs that are better served when allowing multiple options to turn in work such as electronically, written, or drawn. I've also found incorporating hands on learning activities and movement options has worked well for students. This also tends to engage the students more, instead of completing one action for an entire assignment.

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

    Something I would add right now to my teaching practice is providing options for Sustaining Effort & Persistence. More specifically, increasing mastery-oriented feedback. This past year, I had created a goal for myself, which was to create more opportunities for student discourse. I would separate the students either into partners or multiple groups to discuss what they had learned or what they already knew of the topic. But I could create more of these opportunities by creating lessons where students work in groups, leading their own academic discussions by providing guiding prompts. I could also try new ways to receive feedback, not necessarily always breaking up into groups, but perhaps providing short surveys to be completed independently.

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

    Something I always need some help with is the Engagement guideline. With every student comes a unique set of needs and interests, which means being prepared with options to recruit interests. In my classroom, I find providing multiple options for stations/small group time to be beneficial. When students are given a choice to select their activity, it tends to minimize distractions and capture interests; giving me time to meet with my small groups scheduled. However, it was imperative to set the classroom routines and schedules to make sure the classroom ran smoothly and the students knew what to expect in situations. Once this was in place, I needed help switching out activities each week, in order to hold their interests. Especially with creating activities for my special needs students, I always seek out advice from our special education teacher to try and make sure I am meeting the students needs and they are following their IEP's. This past school year, I had trouble recruiting the interests of my special needs students. My students were struggling to keep up with the first grade curriculum and had specific goals to meet by the end of the year. I had to create lessons and acquire the appropriate materials, specifically meeting the Engagement and Representation guidelines in mind, and needing to incorporate technology.

    Keeping in mind that my next school year will be spent in the library, I am now thinking of how to meet all special needs students in the library while practicing UDL strategies. According to Blue and Pace (2011), "Irvall and Nielsen's guidelines encourage the provision of a range of media formats including traditional resources, electronic and digitized resources (e.g., e-books, talking newspapers, and periodicals) and tactile picture books" (2011, 49). My district has updated accessibility tools on all computers, which is very helpful for students who have auditory and visual needs. We have myON, which is an online resource that is home to electronic books/magazines, with options of using a dictionary to look up unknown words, read text aloud and highlight words, etc. The library will have physical books available and large text books as needed. My library lessons will teach students to navigate our district's online resource databases, so they are aware of what all is available to them whenever they seek information and how to use it. 

    However, my plan is to be not only a resource to students, but to teachers as well. According to the scenario, Robinson (2017) writes "the classroom teacher and [school librarian] discussed accommodations/modifications to the research process and having the students express their knowledge in a mode compatible with their talents and abilities (i.e., providing a range of opportunities for Representation, Action and Expression, and Engagement)" (2017, 60). In order to keep with this plan for the upcoming year, I will continue to look into UDL strategies and materials that will not only assist teachers, but also meet the diverse needs of our students. Each school year will bring different needs and with innovative technology, it's important to stay updated. The following resources I found have provided strategies on how to implement UDL and examples to practice in the classroom. I can share these resources and articles with teachers, so we all have a better understanding of what Universal Design for Learning may look like in the classroom and how it can be easily achieved once they get to know their students needs. For any further questions, I would provide time to either observe or demonstrate strategies for better understanding and achieving student success.

Here are a few articles and strategies I've found to help accomplish my goal: 

7 Universal Design for Learning Examples and Strategies for the Classroom

Universal Design & Technology

Universal Design for Learning: Principles and Examples for 2023

References

Blue, E. V. & Pace, D. (2011). UD and UDL: Paving the Way Toward Inclusion and 

        Independence in the School Library. Knowledge Quest, 39(3), 48-55. 

Carroll, J. (2018). 7 ways to introduce UDL into your classroom. Texthelp. 

        https://www.texthelp.com/resources/blog/7-ways-to-introduce-udl-into-your-classroom/

Cornell University. (n.d.) Universal Design & Technology | Center for Teaching Innovation.

        Teaching.cornell.edu. https://teaching.cornell.edu/resource/universal-design-technology 

Nisbet, J. (2023, July 4). Universal Design for Learning: Principles and Examples for 2023. 

        Www.prodigygame.com https://www.prodigygame.com/main-en/blog/universal-design-

         for-learning/

Robinson, D.E. (2017). Universal Design for Learning and School Libraries: A Logical 

        Partnership. Knowledge Quest, 46(1), 56-61.