Instructional Framework:         

Universal Design for Learning

 

Description: Universal Design for Learning (UDL) is a framework intended to make learning assessable to all students. The goal is UDL is to eliminate unnecessary barriers to learning in order to increase student achievement. When teachers plan with the UDL framework, they use/allows multiple means of representation, expression, and engagement. Multiple means of representation refers to having students obtain information from a variety of sources (e.g. videos, news articles, posters, plays, etc.). Multiple means of expression refers to teachers allowing their students to show/demonstrate their learning in a way they choose. For example, teachers will allow their students to choose if they want to create a PowerPoint presentation or write an essay as their final assignment in a unit. Multiple means of engagement in UDL refers to the teacher planning learning activities that will engage different types of learners’ interests. For example, one day the teacher might plan a role-play activity, which would engage students who are interpersonal communicators because they have a chance to work and plan with their peers. Alternatively, the teacher could plan an individual poster creation activity the next day which would engage the artistic students in the class. The key to UDL is variety and student choice. 

 

 

Rationale: In UDL, multiple means of expression, engagement, and representation help intrinsically motivate students by giving them autonomy and helping them feel competent, which are two of the basic needs in the theory of self-determination.  ELL students may feel pressure and incompetence when having to demonstrate their learning, and I believe UDL will minimize those negative feelings. Multiple means of representation will ensure ELL students are taking in information in a variety of ways. This is beneficial to ELLs because they will be exposed to the English language in different ways (e.g. newspaper article vs. non-fiction book) and with different multi-modal expression (e.g. video, pictures, cartoons, etc.)  Multiple means of expression will minimize ELL students feeling unrelated from their peers. This is because teachers typically plan for the ‘average’ student and then differentiate for select students (e.g. ELLs and students with exceptionalities), which makes them feel different from their peers. When everyone is given choice in how they want to show their learning, however, ELL students will feel more competent and motivated. Multiple means of engagement is beneficial for ELLs because it gives them balance between group-work, pair-work, individual work, hands-on activities, reading tasks, etc. This is beneficial for ELLs because they will have the chance to learn about concepts that use CALP language through informal “kid talk” which can be an easier transition. Additionally, ELLs will have the chance to work by themselves sometimes which is important so they can process the information at their own speed.    

 

 

Implementation & Adaptability: UDL is such an adaptable framework for teachers to use. Though I first learned about it in the context of special needs education, I know that it is just as beneficial for ELLs. UDL is simple for teachers to implement because it is something they do when planning. What is great about UDL is that you can plan with its framework before even knowing the students in your classroom. UDL is the favourable alternative to differentiation because differentiated instruction requires you to know your students first so you can decide which individuals need alternatives put in place. Differentiating learning will take more time in the long run and does not meet the needs of all students, only select ones. UDL is also highly adaptable because teachers can decide on the range of choices they will give their students to fit any particular unit or grade. UDL can be used at any level of education.

 

 

Credibility of Source: I learned about this framework in my ED-D 420 Learning Support course with professor Sarah Macoun who is a registered psychologist. We had a reading on UDL from the textbook Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers with MyEducationLab (3rd Edition) by N. Hutchinson. Additionally, we had guest speaker Kristin Wiens come in and talk about UDL. I also attended Wiens’ out-of-class workshop on UDL. Wiens is a curriculum coordinator for special education. 

 

Reference:

 

Hutchinson, N. L. (2009). Using universal design for learning (UDL) and 

differentiated instruction (DI). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers with MyEducationLab 3rd edition (pp. 235-278). Pearson Education Canada.