Universal Design for Learning

(UDL)

Morgan Tyo, Jessica Hernandez, Summer Vereecke, Shelby Wood, and Anika Yoder
What is UDL?

★ It is a way of thinking about teaching and learning that helps give all students an equal
opportunity to succeed
★ Anticipate and plan for all learners

Goal of UDL:

● To use a variety of teaching methods to remove any barriers to learning and give all
students an equal opportunity to succeed
Principles of UDL

UDL’s three principles are:

● Representation (The “what” of learning)

○ Gives learners various ways of acquiring information and knowledge
● Expression (The “how” of learning)
○ Provides learners alternatives for demonstrating what they know
● Engagement (The “why” of learning)
○ Understand learners interests
○ Offer appropriate challenges
○ Increase motivation
Examples of UDL’s Three Principles:

REPRESENTATION:
● Presenting information and course content in multiple formats so that all students can
access it
○ For example:
■ Providing alternatives for accessing information, such as visually or auditory
ACTION AND EXPRESSION
● Allowing students alternatives to express or demonstrate their learning
○ For example:
■ Providing options for responding (e.g., keyboard instead of pen to complete a writing
assignment)
■ Providing options for completing assignments using different media (e.g., text, speech, film,
music)
ENGAGEMENT
● Stimulating students interests and motivation for learning in a variety ways
○ For example:
■ Provide options that increase the relevance and authenticity of instructional activities (e.g.,
using money to teach math)
■ Provide options that encourage collaboration and communication (e.g. peer tutoring)
Why is it necessary to use UDL?

● Provides ALL students opportunities to access, participate in,

and progress in general education curriculum
● Reduces or eliminates barriers in learning for students
● Gives learners the free range to express their knowledge how
they’d like/prefer
When is it necessary to use UDL?
● UDL is necessary when planning lessons for your students

● In all learning situations - all learners have different needs,

abilities, and preferences

● When a learner’s needs are not being met, the teacher must
implement UDL
Situations that may require UDL

1. When the learner doesn’t grasp what they’re learning or how it’s
relevant
2. When the teacher’s instruction doesn’t make sense to students
3. When only the teacher decides what material is taught
4. When the traditional classroom setup isn’t working
5. When Traditional forms of assessments do not give desired results
Six ways to Implement UDL
1. Know your students strengths and weaknesses
● Example: A student may work better in groups therefore
group activities would be a great option in class so this and
all students can share ideas and questions with their peers

2. Deliver the content through a variety of mediums

● Example: For those students who struggle with visual

learning, an audiobook can be beneficial in addition to
studying a text
Six ways to Implement UDL

3. Give students a variety of options to show they

comprehend the material

● Example: After finishing a unit, have students give a speech

or a presentation demonstrating what they learned, rather
than a scantron test

4. Offer a flexible learning environment

● Example: Yoga ball chairs can be offered to help students

with ADHD increase their productivity and concentration
Six ways to Implement UDL Lesson Goals:
1. _____________
2._____________

5. Post lesson goals

● Example: Post or state the goals prior to the lesson, so

students are aware of what they are trying to achieve ahead
of time

6. Offer frequent feedback

● Example: After a lesson, talk to individual students about

the lesson goal and whether or not they think they’ve met it.
Have them reflect on ideas on how to best achieve their goal
in the future.
 S.M.A.R.T Goals
S=Specific and Strategic:

● How specifically will you improve your professional practice?

M= Measurable:

● What specific evidence and artifacts that would make completion of this goal possible?

A = Action Oriented:

● Think about how you will utilize strong action verbs.? Will you model, observe, facilitate, reflect, etc?

R= Rigorous, Realistic, and Results Focused:

● How can you improve your practice without sacrificing other professional obligations?

T= Timed

● How often will you will complete each task, and when?
 Implementation of S.MA.R.T Goals
Grade: Kindergarten
Lesson: Mathematical and
Numerical Concepts
Goal Statement:
Benchmark Growths:
1: Students who can count to 20 or less
accurately will increase the number to which
they can count with accuracy
2: Students who can count between 21 and 40
accurately will increase the number to which
they can count with accuracy by at least 60.
3. Students who can count between 41 and 70
accurately will increase the number to which
they can count with accuracy by at least 50 and
be able to count to 100 in tens.
4. Students who can count between 71 and 100
accurately will increase the number to which
they can count with accuracy by at least 30
S.M.A.R.T

S:
6 Steps of UDL Lesson Planning

Step 1: Define flexible, clear, S.M.A.R.T. learning goals

- The first thing you want to find out is the goal of the lesson
- You then start with S.M.A.R.T. (specific, measurable, attainable,
results-oriented, and time-bound) which are effective learning goals

Step 2: Consider the impact of learner variability

- You need to consider and assess the skills, needs, and levels of each student as
well as figuring out if their are any challenges in the environment
- Be prepared to have students be frustrated and confused before figuring out
what UDL guidelines need to be applied
6 Steps of UDL Lesson Planning Cont.

Step 3: Determine meaningful, informative assessment

- This is where you need to link up learning goals with relevant and flexible
assessments
- You need to measure not only the products but the process as well
- “Assessments should be accessible, valid, reliable, and unbiased”
(BrookesPublishing; YouTube video).

Step 4: Choose effective instructional methods and materials/media

that add value

- This is where you need to figure out the types of assistance you will be needing in
your classroom (e.g., scaffolds? supports? modifications? accommodations?)
- You need to choose methods and materials/media that are flexible and relevant
6 Steps of UDL Lesson Planning
Cont.
Step 5: Teach and assess student learning

- This is when you put all of your knowledge from your assessments and goals and
put it all together
- You then will assess student learning with appropriate assessments that link up
with your learning goal

Step 6: Refine lessons through reflection

- This is the time you should review the data that you have collected from the
assessments
- This is also an opportunity to reflect on your observations that you have made in
the classroom
 References

● https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-stude

nts

● https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educ
ational-strategies/the-difference-between-universal-design-for-learning-udl-and-traditiona
l-education

● https://www.theudlproject.com/udl-tools---all-grades.html

● https://www.csd509j.net/wp-content/uploads/SMART-Goal-Examples-1.pdf