An Examination of the Impact of Selected Universal Design for Learning Activities in the Post-
Primary Wood Technology Classroom: An Action Research Study
Abstract
Universal Design for Learning is the implementation of teaching strategies that best fit each student’s needs
and avoids the use of unnecessary and ineffective strategies. Universal Design for Learning is based on the
principles of accessibility, inclusivity, and accessibility. It is used to enhance engagement, motivation, and
achievement among students of diverse backgrounds and abilities. Accessibility is a key aspect of Universal
Design for Learning that ensures all students, regardless of their abilities, can access and participate in
learning activities. The importance of flexible learning for students that may have diverse learning styles is
important to provide multiple means of representation, engagement, and expression to accommodate their
individual needs. As a student teacher in technical education, Universal Design for Learning principles is
implemented to design a lesson plan that incorporates multiple means of representation such as visual,
auditory, and kinaesthetic materials and activities. The aim of this article is to examine the impact of
Universal Design for Learning activities in the post-primary Wood Technology classroom. Methodologically,
this is a qualitative action research study that includes three data-gathering methods: reflection journal,
observation by professional educators and student questionnaires. The expectation of the Teaching Council
is that student teachers conduct action research on placement by CEIM: Standards for Initial Teacher
Education (2020). Investigating this area in the context of the Wood Technology classroom is a unique
contribution that adds to the literature. The key findings of this study are the different perspectives of
practitioner research and the importance of educational technologies, student-led learning, and scaffold
support. The study recommends a follow-on study that incorporates learner perspectives. A foundation for different approaches to teaching which articulates knowledge in numerous ways. This is
recommendation arising out of the study is to conduct further research that includes the learners’
perspectives.
Methods and Materials
Within this research, there are three data-gathering methods applied in action research to enhance teaching
abilities and gather data for analysis. Johnson cites the importance of triangulation to ensure sufficient data
is obtained through a cyclical process of planning, collecting, analyzing, and interpreting data. The first data-
gathering method mentioned is reflective journals, which are considered a tool for student learning and the
professional development of teachers. Writing in reflective journals requires simultaneous representation of
ideas in different modes of representation, according to Clark's theory, and can help educators reflect on
their practice, keep a record of observations, reflection, and research, and apply findings to develop
teaching methodologies.
This research also discusses Rolfe Et Al's experiential learning model, which involved applying reflective
journals on a 6-week basis. The model involves stages of concrete experience, reflection on the experience,
the conclusion of information from the experience, and applying findings to plan for future reference. This
study emphasizes the importance of experience in the learning process, citing Moon's perspective.
The second data-gathering method mentioned is teacher observations, which is considered essential for
evaluating teaching strategies and identifying areas for improvement. There are diverse perspectives on
teacher observations, with challenges such as observer bias, lack of student engagement during
assessments, and the emotional complexity of the classroom environment. However, the benefits of teacher
observations, such as feedback for improving practice, enhancing professionalism, and ensuring high-quality
instruction for all students.
This research goes in-depth on the different types of teacher observations, such as formal observations
conducted by school administrators and informal observations conducted by colleagues or mentors.
Research also finds that formal observations can be more stressful for teachers but emphasizes the
importance of creating a positive change in teacher performance through effective observations and
conversations.
Despite the different perspectives on teacher observations, the study concludes that they remain an
important tool for improving teaching quality. However, it is important to address potential problems
associated with the observation process to ensure its effectiveness. This research is open to further
discussion on addressing these issues and achieving successful data gathering for action research.
Contact
Conor Mc Cormack
Atlantic Technological University
Email: G00381930@atu.ie
Website: conormcc.weebly.com
Phone: +353 87 346 3101
Conor Mc Cormack, Dr Pauline Logue
Atlantic Technological University
Introduction
As indicated in the publication Céim: Standards for Initial Teacher Education (2020), the Teaching Council
(Ireland) have an expectation that student teachers, on placement, engage in critical reflection and research
(Teaching Council, 2016). One model of school-based research that is promoted is Practitioner Research
(PR), described as an “empowering and developmental tool for teachers “(Saleh, 2011). Through
involvement in practitioner research, teachers can improve their practice and make their voice heard “by
systematically and perhaps collaboratively providing evidence from their teaching” (Saleh, 2011). Its
implementation lends to successful reflection and enhanced practice while on School Placement. When
attending SP4, I applied Action Research (AR) (one specific form of PR) which involved 1) conducting a
literature analysis, 2) designing Universal Design for Learning (UDL) activities, 3) applying inclusion strategies
and 4) conducting primary and secondary research. The inclusion of AR in my practice was intended to
enable advancements in my selected or targeted teaching methodologies.
Since I became interested in UDL prior to and during school Placement 3 and wished to advance my UDL
knowledge and skills in my final year as a student-teacher, my topic of choice was the impact of UDL
activities in the post-primary Wood Technology (WT) Classroom. Novak writes that “UDL is an evolving
framework based on the three networks of the learning brain: affective, recognition and strategic” (Novak K.
, 2022). It focuses on the why of learning, the what of learning and the how of learning. UDL creates the
significant for the development of students throughout their education. This UDL framework was originally
developed by the Centre for Applied Special Technology (CAST), founded in 1984, to maximise learner
accessibility, introduce more flexibility and promote increased student autonomy. CAST developed an
approach which increases and optimises teaching and learning for all involved. This framework is based on
scientific research into how learners consume knowledge (Craig, 2022). The inclusion of everyone within the
classroom is fundamental to achieving success as an educator, and one means of achieving this is by
designing UDL teaching strategies and applying selected UDL activities. Within my programme of study, we
have been exposed to UDL training – not least in the area of resources re-design, and I wished to apply
elements of this training while on placement, hence UDL became my AR focus.
Fig .1. Rolfe Et Al’s Experiential Learning Model
Aims and Objectives
Aim: to examine the impact of selected UDL strategies in the post-primary WT classroom. The objectives
are:
• To clarify the term and conduct a literature analysis study on UDL.
• To investigate literature perspectives on ‘practitioner research’ and ‘action research’.
• To conduct primary research on UDL implementation in a school placement context.
• To recommend strategies for enhanced implementation of UDL in the WT classroom.
References
1. Céim: Standards for Initial Teacher Education (2020), the Teaching Council (Ireland)
2. Salah, K. (2011). Practitioner Research: Teacher’s Investigations in Classroom Teaching. Nova Science Publishers.
3. Novak, K. (2022). UDL now: a teacher’s guide to implementing universal design learning / Katie Novak.
4. Centre for Applied Special Technology (CAST). (1984).
5. Craig, J.S. (2022). Effects of coaching on Universal Design for Learning implementation. Emerald Publishing Limited.
6. Moons, J.A. (2004). A handbook of reflective practice and experiential learning: Theory and Practice.
Braun and Clark’s 6 Step Thematic Analysis
Fig.3. the Centre for Applied Special Technology (CAST) Fig.4. Collaborative Learning through Technology
Discussions
The research conducted in this study focuses on three dominant themes: educational technologies, student-
led learning, and scaffold support. The use of educational technologies in the classroom is seen as
advantageous, as it promotes interaction between students and teachers, provides opportunities for
dynamic participation, and allows for timely and targeted content delivery. Personalized learning through
technology has been found to improve academic performance, motivation, and problem-solving skills.
However, potential drawbacks include distractions and concerns about privacy and data security.
Student-led learning, where students take ownership of their education, promotes active engagement,
collaboration, and teamwork, while fostering diversity, inclusivity, and independent learning. Students who
actively participate in the learning process develop a deeper understanding of the material and essential
skills such as communication, respect for ideas, and problem-solving. However, implementing student-led
learning requires careful planning and organization, and some students may struggle with independent
learning and need guidance and support.
Scaffold support is an effective educational technique that promotes equity, maturity, and simplifies the
learning process. It provides students with the necessary guidance and assistance to achieve their learning
goals, ensuring equal opportunities for success. This approach fosters maturity by encouraging
independence and responsibility in students and simplifies the learning process by breaking down complex
content into smaller tasks. Monitoring progress and providing feedback is crucial in scaffold support to help
students better understand the content being taught.
In conclusion, the research highlights the advantages of educational technologies, the benefits of student-
led learning in promoting active engagement and collaboration, and the importance of scaffold support in
promoting equity, maturity, and simplifying the learning process. However, careful planning, organization,
and support are required for successful implementation of these approaches in the classroom.
Conclusions
This research has found that UDL strategies have a positive impact on the learning outcomes of
students with diverse needs. This study provides evidence that incorporating UDL activities into WT
curriculum design can enhance student engagement, increase motivation, and improve overall academic
performance. The findings of this research suggest that teachers can enhance the implementation of UDL by
following certain strategies. Firstly, teachers can develop a deeper understanding of their student’s diverse
needs by conducting regular assessments and providing individualized scaffold support. This approach can
help teachers to design UDL activities that are tailored to meet the unique needs of their students. Secondly,
teachers can incorporate educational technologies into their lesson planning by providing multiple means of
representation, expression, and engagement. This approach can help students to access and engage with
the curriculum in ways that are most beneficial to them. Finally, teachers can provide ongoing professional
development by implementing student-led learning. This approach can help to build a culture of inclusivity
and equity that takes a holistic perspective to teaching. In summation, this study suggests that teachers can
enhance the implementation of UDL by developing a deeper understanding of their student’s diverse needs,
incorporating UDL principles into their lesson planning, and fostering collaborative learning. A limitation of
this study is that the learners’ voice was not included, hence a recommendation arising out of the study is to
conduct further research on UDL strategies in the WT classroom, which includes the learners’ perspectives.