Universal Design for Learning

To be honest, when I first looked at the guidelines for the Universal Design for Learning (UDL) I thought "I don't do any of this, I am such a poser!" But upon closer inspection and understanding of each layer I realized I already incorporate many of the checkpoints.  

UDL was created based on scientific research on how the brain functions when learning new things. It has been divided according to 3 regions of the brain that address the "What," "How," and "Why" of learning. The principle of Representation is the "What" of learning, Action & Expression the "How," and Engagement the "Why." 

Within each principle are guidelines for accessing, building, and internalizing knowledge. Each guideline contains checkpoints that provide further details on what these will look like in the classroom. 

Finally, there is a goal for each principle to create expert learners who are resourceful & knowledgeable (Representation), Strategic & Goal-Directed (Action & Expression), and purposeful & motivated (Engagement).

By implementing the UDL in the classroom, teachers are better able to provide for individual student needs and empower learners. While some of the checkpoints may be realized in most lessons, the UDL is a menu of sorts from which teachers can pull what fits best in a specific lesson with their specific learners. For example, there is no need for me to provide lessons in Braille if I do not have a blind student.

Within my classroom I have consistently most often implemented checkpoints from the Representation guideline such as 2.1 Clarify vocabulary & symbols and 3.2 Highlight patterns, critical features, big ideas, & relationships. Action & Engagement is the guideline I need to work to implement more with only one checkpoint that I can confidently say I use - 5.2 Use multiple tools for construction & composition. Engagement guidelines are also regularly present in my lessons such as 8.3 Foster collaboration & community and 9.2 Support decoding of text, mathematical notation, & symbols.

Checkpoints that I feel confident that I could easily add right now include 5.1 Use multiple media for communication. I have done this separately but should combine them so that students can choose how to present their product rather than different lessons using different methods. Also, a few that I have implemented in the past but have let slide and need to make a focused effort to reintroduce are 2.4 Promote understanding across languages and 3.4 maximize transfer & generalization.

As I said, Action & Expression is the guideline I most need to work on and within that guideline I need to seek out assistance in fulfilling guideline 6 -Provide options for Executive Functions. The checkpoints within this guideline are focused largely on goal setting and achieving. While personally I have set big goals and achieved them, it was often out of a need to fulfill expectations or shear stubbornness such as pursuing higher education. Far too often with "smaller" goals I start off strong then loose steam when the new has worn off and the comfort of the old is too enticing. This would include any health related goal such as eating more vegetables or moving more. I have made well-intended efforts to help students with goal setting and achieving but not having a strong foundation myself means that I need to seek help with implementing checkpoints such as 6.4 Enhance capacity for monitoring progress.

I would like to further explore how the UDL implementation looks within the Social Studies classroom. Although I regularly use many of the guidelines and checkpoints I need to do so with more regularity. I think that part of the problem is that I need some fresh ideas and inspiration. I was able to locate some resources online that I believe will help with this and will research further. 

The Florida Department of Education has Social Studies specific resources that I found on their website https://www.fldoe.org/academics/standards/subject-areas/social-studies/instruct-resources.stml. 

PATINS (Promoting Achievement through Technology INstruction for all Students) Project contained a link to an Underground Railroad lesson plan https://www.patinsproject.org/UDLLessons/udlteam.html. 

Emerging America also contains resources specific for Social Studies and UDL http://www.emergingamerica.org/accessing-inquiry/universal-design.

Finally, CAST UDL Curriculum Self-Check would be helpful http://udlselfcheck.cast.org/resources.php#social.

I was unfamiliar with UDL prior to this assignment and the timing was perfect as I have been feeling a bit stagnant lately. Working to implement more aspects of UDL in my classroom is a great way to stir the waters so to speak. 

Do you have any personal experience with UDL? Share your tips and thoughts in the comments below.

Universal Design for Learning accessed at: https://udlguidelines.cast.org/