Universal Design for Learning (UDL) in the Classroom

Workshop 101Ice breaker!

What is the UDL task force?

• 8 faculty members from different departments working with a member of the PSI office

• Our goal is to provide useful resources to Vanier teachers to help them implement UDL

Problem

Problem:Three children would like to watch a local soccer game, however there is a fence that is blocking their view of the field.

Only one of the children is tall enough to see over the fence. The other two children are of small and medium heights.

What can be done that is fair for all three children and enables all of them to see the game?

Presenter

Presentation Notes

Equality – this is an accommodation. All three children get help from a box. However this accommodation, although fair, still does not enable the smallest child to see the game.

Presenter

Presentation Notes

Equity – this is an accommodation. Now all three children can see the game, where the smallest child gets lots of help from boxes, the medium height child gets a bit of help from a box, and the tallest child gets no help as he does not need it.

Presenter

Presentation Notes

Accessibility – by changing the fence, no child needs an accommodation since now everyone can see the game, despite their heights.

This example demonstrates that accommodation and accessibility are NOT the same thing.

UDL tries to improve accessibility so that students are more likely to thrive and achieve without the need for accommodations.

History of UDL• Universal Design (UD)

principles were initially created to make environments more accessible to individuals with physical disabilities.

• In the early 2000s, UD principles were adapted to target curriculum development.

• Gender• Age• Sexual orientation• Ethnicity/Culture• Socioeconomic status

• Different learning preferences

• Learning disabilities• Language skills

UDL is a process that takes into account diversity such as:

The goal of UDL is to make curriculum more accessible by considering:

E.g. Field trips, debates, workshops, engaging examples

E.g. Vary testing strategies, oral presentations with slides or videos, blogs, journals

E.g. Use videos, images, or physical props along with lectures

How To Implement UDL in The Classroom

I. Multiple Means of EngagementOptions for building interest:

• Have students actively participate in class activities (e.g. debates, presentations, create test questions)

• Include a self reflection component in projects• Provide an agenda for each class• Create a positive class climate (e.g. ice breakers)• Provide choice (deadlines, topics, mode of delivery)

How To Implement UDL in The Classroom

I. Multiple Means of Engagement

Provide Options for sustaining effort and persistence:

• Provide timely and informative feedback • Allow for multiple submissions • Create learning groups with clear objectives, goals, roles and

responsibilities• Ensure students know how and when to ask for help

How To Implement UDL in The Classroom

II. Multiple Means of Representation

Options for Perception

• Uncluttered displayed documents• Large bold fonts• Outline View in PPT – it can be exported as a word document

and used by students for studying purposes

How To Implement UDL in The Classroom

II. Multiple Means of Representation

Options for Language, Mathematical Expressions, Symbols:

• Create glossary of key terms and definitions• Write key terms of board and in handouts• Provide graphic symbols with text descriptions• Use digital text with accompanying voice recording

How To Implement UDL in The Classroom

II. Multiple Means of Representation

Options for Comprehension:

• Activate or supply background knowledge• Highlight patterns, big ideas, relationships• Provide detailed project outlines and grading rubrics• Review at the beginning of each class

Break-Out Activity

The Good the Bad and the Ugly...

How can you make the assignment more accessible?

How To Implement UDL in The Classroom

III. Multiple Means of Action & ExpressionOptions for expression and communication:

• Use interactive web tools (discussion forums, chats, storyboards, wikis, Moodle)

• Guide students through the project process - submit work in stages• Provide regular feedback and corrective opportunities

Break-Out Activity

Think of a concept from one of your courses that students struggle with.

What can you do to make it more accessible to students?

UDL Self-Evaluation Quizhttp://alludl.ca/udl-self-evaluation

Questions?

Other Resources

Tips on how to make assessments UDLhttp://castprofessionallearning.org/project/top-10-udl-tips-for-assessment/

Teaching tips for inclusive teachinghttp://www.vaniercollege.qc.ca/pdo/2016/04/teaching-tip-strategies-for-inclusive-teaching/

Playlist of helpful videos for studentshttps://www.youtube.com/playlist?list=PLZwsnSYFOZVIAW5X_KEK0QNt2o5VS9FP7

For more information:http://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-exampleshttp://www.cast.org/http://www.udlcenter.org/http://www.vaniercollege.qc.ca/psi/universal-design-for-learning-task-force/

Vanier PSI website for UDLhttp://www.vaniercollege.qc.ca/psi/universal-design-for-learning-task-force/