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Universal Design for Learning

Universal Design for Learning

Gordon Witt

National University
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Universal Design for Learning

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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Universal Design for Learning

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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Universal Design for Learning

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. (Maximum 100 words)
The definitions in the first diagram define areas of the brain, and they dictate the
biological functions of each region of the brain. The second diagram describes
regions of the brain, and this chart describes how the parts of the brain work together
to achieve the ultimate goal of the brain, which is to allow us to successfully survive
in the world. This is achieved when each part of the brain works together, and allows
us to extrapolate general challenges and solutions from prior specific situations. In
effect, the human brain is successful because we are capable of learning over time,
and the second chart demonstrates how each component in the first part works
together to achieve this.

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. (Maximum 300 words)
The Universal Design for Learning is designed to improve the process of learning for students in
the classroom. This is achieved by effectively engaging students. Each of the three principles is designed
to improve learning in its own way, and the three principles work together to achieve the intended goal
of learning.
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Universal Design for Learning

Multiple Means of Engagement helps improve learning by allowing the student to connect with
the content in a way that benefits the student. Students might not be interested in the same things that
the teacher was interested in; as a result, the teacher’s motivation will not necessarily match the
students’ interest. Multiple Means of Engagement provides the students with some autonomy. And it
allows the students to discover their own motivation for learning the content. This motivation becomes
why a student wants to learn the content.

Similarly, students might not learn effectively in the same way that the teacher learned the
content; as a result, demonstrating content in only one way runs the risk of leaving many students
behind, since they do not effectively process the information in the way that it is being presented.
Providing Multiple Means of Representation allows all students to find the most effective way of
decoding information in a way that works for each individual student. By providing a variety of learning
opportunities, the students are also able to recognize patterns in a variety of ways, and learn to make
connections through a variety of representations that might have been unclear in the past. Multiple
representations allow each student to find their own what of learning, by providing the proper supports
to allow each student to decode information.

Multiple Means of Action and Expression varies the methods of response, and takes advantage
of a variety of tools for expression. Students have a variety of methods for expressing what has been
learned, and each student might have strengths and weaknesses in how to express their learning. As
educators, we want to allow students to find their most effective ways of expressing their learning, and
communicating with others. This process allows students to develop how they learn, by allowing them
to plan tasks and solve problems.

These three principles are intended to facilitate learning by connecting to the students’ unique
motivation, connecting to their methods of processing information, and their methods of planning tasks,
solving problems, and communicating with others, which are represented in the charts.

6. How does this help you understand the 3 principles of UDL)? Given this
information, how you might structure each principle in the classroom?
(Maximum 400 words)

This helps me to focus on the unique needs of my students. The charts connect
with the information and, together, they clarify the reality that each student will find
their own motivation for learning. If I, as the teacher, cannot tap in to the students’
motivation for learning, then we will all struggle in the classroom to find success. In
addition, each student will also have a unique learning style, and can process
information differently than I do. Providing multiple ways to understand the material
will help each student learn. If I fail to connect to a student, then the student may
struggle and lose interest due to frustration.
I plan on providing Multiple Means of Representation in the classroom by
implementing a variety of learning methods, rather than simply lecturing one time. I
would include graphical organizers, manipulatives, group projects that allow students
to solve problems together, and I would organize a variety of online tools that provide
students with a variety of opportunities to learn.
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Universal Design for Learning

I would engage students by developing projects that are connected to the students’
interests. I would also include a variety of assessments that do not dramatically
impact the students’ grades, so that students realize that I want them to learn and
understand the material, and the assessments are intended to guide the learning. A
large graded assessment is only intended to be used after students have successfully
worked and learned the material. If students are engaged in learning, then I want to be
engaged in finding the most effective tools to support them.
I want to find a variety of methods to help students use Multiple Means of Action
to solve problems; the Multiple Means of Expression seems like a greater challenge
in math, since students typically simply solve problems from worksheets. I would like
to find a variety of ways to support student expression, if applicable, such as writing
essays or giving a presentation to describe how to solve a problem. The challenge
here is that many school districts might include a standardized test for all math
students, and I must ensure that students can successfully complete the standardized
assessment, regardless of the student’s preferred means of expression.

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. (Maximum 200 words)
UDL can provide an effective means of learning for all students by connecting the content to
the students’ lives. This helps to demonstrate the relevance of the content in the students’ lives,
and can help improve their motivation. By using Multiple Means of Engagement, we also
provide students with some autonomy, which can allow for greater levels of motivation among
some students. This increased motivation engages students and improves the learning process.

In addition, implementing Multiple Means of Representation forces me, as the teacher, to

include all students’ learning styles by finding ways to connect to the most effective learning for
a variety of students. This allows many more students to effectively process and understand the
information. It also allows the students to more easily connect their preferred learning style to a
variety of other representations, and can guide their learning in different ways, once they
understand the material.

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? (Maximum 150 words)
I believe that it will seem challenging for me at first, since I must find ways to present the
material that might not always feel natural for me, given my preferred learning style. I will also
need to offer ways of presenting the material that might not feel natural for me either.
However, I believe that it will quickly become much easier as I gain experience in the process of
looking for ways to engage my students. In addition, I believe that it will make me a better,
more confident, teacher as I find interesting ways to adapt the content to the needs of the
students. I also must remember that as challenging as teachers may think that this process is, it
clearly would be even more challenging for our students, since they do not have the luxury of
understanding the material at all, at least not yet  If I find it challenging to adapt to a student’s
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Universal Design for Learning

needs, then the student would undoubtedly find it much more challenging to adapt to my
needs, since the students have not yet mastered the content.