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Running Head: UDL WORKSHEET 1

UDL Worksheet

National University

Chelsea Johnston

2.4 Week Two Assignment – UDL Worksheet

ITL 606 Learners and Learning II

Jason Siegel

15 February 2019
UDL WORKSHEET 2

UDL Worksheet

Prepare and add a Title Page to the document. Respond to each prompt clearly and
concisely following APA form and style guidelines.

1. Examine the diagram below. Study the functions of the various parts of the
brain.

Regions of the Brain


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2. Examine the diagram below. Study the areas of the brain related to the “Why”,
“What”, and “How” of learning.

Continue by reviewing the material about the parts of the brain at


http://www.hopkinsmedicine.org/healthlibrary/conditions/nervous_system_disor
ders/anatomy_of_the_brain_85,P00773/ . \
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3. The second diagram comes from the CAST website. Study the diagram. Think
about how the 3 principles of Universal Design for Learning are related to
activation of each of the 3 areas of the brain identified in the diagram. The 3
principles are:
a. Multiple Means of Representation
b. Multiple Means of Action and Expression, and
c. Multiple Means of Engagement.

4. Explain how the definitions of the regions of the brain in the first diagram relate to

the 3 regions of the brain in the second.

The diagram in the first diagram shows the various regions of the brain and explains what

each region is responsible for. The second diagram further explains the three sections of the brain

that are responsible for learning. By comparing the two diagrams, we can better understand the

aspects and skills needed for each network of learning and can better aid our students to gain the

most from each lesson taught.

5. Given the information in the two diagrams above, explain the 3 Principles of

Universal Design (Multiple means of Representation, Multiple Means of Action and

Expression and Multiple Means of Engagement) in terms of how they relate to brain

function.

Multiple Means of Representation: This is the concept that learners perceive and

comprehend information that is taught to them in different ways. By examining the different

regions of the brain, we can better learn how to adapt and teach students to their needs. If a

student has a specific learning disability, like dyslexia, educators can use the knowledge of the
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brain and various learning styles to explain and teach the information. The section of the brain

that is responsible for the multiple means of representation consists a section from four of the

brain regions. These are the four that should be utilized.

Multiple Means of Action and Expression: This is the concept that learners differ in the

ways they navigate in a learning environment. This part of the brain consists of the sensory

regions of the lobe. By understanding the various senses and how they can be appealing to

learners, we may be able to better provide and encourage ways to get all students to express

themselves. We can better alter the learning tasks to each student to ensure they are getting the

most from it. By understanding the different sensory regions, we have a great starting point and

can quickly offer alternatives.

Multiple Means of Engagement: This is the concept that learners are engaged and

motivated to learn differently. There are a variety of ways to spark interest in learners to thrive,

but knowing the different regions of the brain, we can better uncover what factors could be used

to engage them. Students will not openly say what encourages them, because more often than

not, they don’t even know. Knowing the brain can help educators provide multiple options for

engagement and be able to inspire the most students.

6. How does this help you understand the 3 principles of UDL)? Given this

information, how you might structure each principle in the classroom?

The information from the two diagrams helps me better understand the 3 principles of

UDL by putting the concept into perspective and allowing me to better understand why it works.
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I can see the areas of the brain and see what they do, and now I can use that information to help

uncover new strategies to implement in my classroom.

For the first principle, I would implement daily by presenting my lessons in various

strategies. I would work in rotations to allow each student to gain perspective from each strategy

and learn how to utilize them to their max capacity. For the second principle, I could use them

for book review projects. An example would be providing different options for students to

choose from and allowing them to work with their strengths to provide their best project

possible. Lastly, for the final principle, I will implement various perspectives, culture, and

personal aspects within my lessons. This can be done by building a positive rapport with students

and encouraging them to be share their lives with the class. Student should be made to feel

welcomed, appreciated, and respected in the classroom.

7. Extend your thinking. Recall what you have learned about the similarities and

differences among children from ITL404 or ITL604. Explain 2 ways UDL can be an

effective means for addressing the learning needs of both typical and atypical

students.

The UDL is centered around benefiting all students. Two ways UDL can be an effective

means for addressing the learning needs of both typical and atypical students are providing

students with the concept of incorporating various learning styles in the classroom and

encouraging all students to feel personally involved in each lesson. Learning does not

discriminate, and out functionalities are all similar. As educators, we must be able to appeal to all

learners and provide them with the necessary tools to succeed. Whether a student is typical or
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atypical, they still rely on us, as teachers, to provide them a quality education. With the

knowledge of the UDL, we can better learn how to appeal to all student equally.

8. How easy or difficult do you think it will be to effectively implement the principles of

UDL in your own classroom? Why do you think so; provide rationales?

I believe that applying UDL within the classroom will not be a hard task to do; however,

learning how to effectively implement it will consist of plenty of trial and errors. Having a great

concept to go off is a great starting point, but it will take some time and real-life experience to

get me to the point where I can seamlessly implement effective UDL strategies. So, I do

necessarily because it will be difficult, it will just require patience and dedication.