Universal Design for Learning
Why does this matter?
Universal Design for Learning (UDL) is a framework that encourages educators to go beyond a one-size-fits-all approach to teaching. It recognizes the inherent differences in learners and discards the notion of the “average” student (Meyer et al., 2014). By providing a multitude of avenues to reach specific learning outcomes, students become more motivated and engaged in their work. The principles of UDL center around designing curricula that cater to learning within various modalities through multiples means of representation, engagement, and action and expression (CAST, 2018). Teachers should acknowledge that variability naturally exists within students’ backgrounds and experiences, and by doing so, they must design activities and assessments that encourage students to take charge of their own learning.
What does this look like in practice?
Representation: the "what" of learning
The majority of students today engage with a variety of media on a daily basis. Within the span of an hour, they might read an article or blog post, watch a YouTube video, and engage in dialogue on social media. In higher education, however, instructors remain largely reliant on delivering content through traditional print materials (e.g., textbooks, research articles). Although reading is an important aspect of engaging in the modern workplace, the representation of new ideas and skills should extend beyond written material.
When introducing new information, instructors should consider how to connect it to the needs and goals of the learner. For some students, assigning a chapter or article to read might be sufficient. However, augmenting written material with additional options, such as videos or podcasts, can help students engage with and think about the information in different ways. The ultimate goal is to transform new material into knowledge that is meaningful and useable. By using multiple means of representation, instructors increase the likelihood of the information becoming relevant to the students’ lives (Meyer et al., 2014).
Engagement: the "why" of learning
Students should be able to connect their learning to real-world experiences. If they are unable to see the aim a particular activity, they are unlikely to fully engage themselves in their learning. One of the primary aims of UDL is for students to take ownership of their own learning (Meyer et al., 2014). To accomplish this, they need to be guided by actionable and measurable goals and be encouraged to persist through challenges to reach these goals. Instructors should establish and explicitly state clear objectives for each lesson, module, or activity. If these are made apparent from the start, students will know what they’re supposed to be reaching for.
Much of student engagement is closely tied into the executive functions of the brain – how students stay focused, plan ahead, set and monitor goals, etc. In addition to the content objectives, instructors should have regular conversations with their students about how they can reach learning goals. Students are less likely to be engaged with learning if they don’t understand how to learn on their own (e.g., creating to-do lists, using a calendar, attending office hours, etc.).
Action and Expression: the "how" of learning
All individuals naturally have strengths and weaknesses in how they communicate information to others. Some may articulate their ideas best through writing. Others may be more adept at speaking about their thought processes. Additionally, there are individuals who might prefer to represent information visually through infographics, graphic organizers, or other means. In education, the methods by which students express their understanding of a concept do not always have to be the same. While there is value in having students write essays, there is a multitude of other means to demonstrate mastery of knowledge and skills. With UDL, students are given flexibility in how they act upon and express new knowledge (Meyer et al., 2014). For instance, teachers could give their students a written assignment as one option, but students might also choose to record a video or podcast, write a skit, create a diagram, build a diorama, etc. UDL recognizes that students learn best in a variety of ways, and narrowing their ability to choose how they demonstrate their understanding can ultimately reduce motivation and engagement.
UDL vs. differentiated instruction
There are similarities between UDL and differentiated instruction; however, one of the key distinguishing factors is that UDL is student-driven and differentiated instruction is teacher-driven. In UDL, flexibility for student learning is already built into the curriculum, whereas with differentiated instruction, instructors react to student accommodations on an “as-needed” basis. The instructor provides supports for specific learners, rather than proactively supporting the needs of all learners. UDL encourages self-direction by giving student choices rather than having the teacher manage the particular needs of individual students. In the video below, Katie Novak explains some of the key distinctions between UDL and differentiated instruction.
Expert learners
By implementing the UDL guidelines, teachers foster a learning environment in which students can become expert learners (Novak, 2017). As the 21st-century workplace continues to evolve, it is ever more important for individuals to have the ability to gain new skills on their own. This requires a strong sense of self-direction, motivation, and commitment to becoming a lifelong learner. Today’s job market requires a high degree of adaptability, especially as new technologies continue to emerge. Expert learners have the ability to solve problems in creative and innovative ways, and they aren’t afraid to take risks and make mistakes. Within education, giving learners choice in their demonstration of knowledge more closely resembles what they will encounter in real-world contexts. Using the Universal Design for Learning guidelines gives students a greater sense of autonomy and encourages them to think about how they learn best.
Sources
- CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
- Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST
- Novak, K. (2017, January 24). What is UDL [Video]. YouTube. https://youtu.be/iY9PecIWcWE
- Novak, K. (2017, June 13). Mini-Presentation: Expert Learning [Video]. YouTube. https://youtu.be/mYWR3nW_Es0
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