Udl P Pt Braunreuther

Universal Design for Learning

Jim Braunreuther

EDET 735

Universal Design for Learning:what is it?

• UDL is an educational framework which proposes the creation of flexible methods and materials that can reach diverse learners by:– Representing information in multiple formats and

media– Providing multiple pathways for students’ action and

expression– Providing multiple ways to engage students interest

and motivation• In order to improve how we:

– set goals,– individualized instruction– assess student progress

UDL The Concept

• “The concept of UDL is the intersection where all our initiatives - integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others-come together” (Donna Palley as quoted in Rose and

Meyer, 2002, p.7).

Where did it come from?

• The idea was borrowed from architectural design where structures were created and “constructed to accommodate the widest array of users, including those with disabilities, without the need for subsequent adaptation or specialized design” (p. 70).

• “Addressing the divergent needs of special populations increases usability for everyone” (p. 71).

What does UDL teach?

• UDL teaches students to:– Recognize essential cues and patterns– Master skillful strategies for action– Engage with learning

or

Simply stated

Provide students with a wider variety of options

Three interconnected networks

• UDL professes that learning is distributed across three interconnected brain networks– The recognition networks receive and analyze

information (the what of learning)– The strategic networks plan and execute

actions (the how of learning)– The effective networks evaluate and set

priorities (the why of learning)

Principles of the UDL framework

• UDL is designed to engage all three brain networks in the learning process by:– supporting recognition learning, providing

multiple, flexible methods of presentation– supporting strategic learning, providing

multiple, flexible methods of expression and apprenticeship

– supporting affective learning, providing multiple, flexible options for engagement

Why Flexibility?• The capacity to learn is determined by the learner’s

abilities and the tools they use to acquire knowledge

• An inflexible “one-size-fits-all” curriculum creates barriers to learning

• A flexible curriculum creates greater opportunities to learn.

• Digital media can provide the versatility (the ability to present information in any one of several media) and transformability (the capacity for content to be transformed from one medium to another) to meet the needs of individual students.

Assistive Technology vs. UDL

• Assistive technology provides tools to support individual access to a printed curriculum, and is not integral to the curriculum - looks at the individual students needs.

• UDL looks at the curriculum and uses flexible media to meet the needs and preferences of each individual student. UDL has the potential to minimize the need for assistive technology

Dance Forms

• The next slide shows a screen shot of a program called Dance Forms. This program could be used to help student with limited mobility experience the elements of dance.

• A student in a wheelchair may be a great choreographer.• Technology can open up areas that before were limited

to students with disabilities.• This program is also a great tool to use with students

who are “too cool” to get up and dance.

Rethinking Educational Practices: through the use of a UDL approach

• Set clear goals – Clear goals are essential for learning– Separate goals from the means for achieving

them– Develop flexible tools that support multiple

pathways to common goals– Students need to know what they are doing,

how they might do it, and why it is important


• Individualize Instruction– Use different approaches to teaching:

• Information (the what of learning)• Skills and strategies (the how of learning)• The love of learning (the why of learning)

• Utilize a variety of tools and media

• Build flexibility into the curriculum


• Assess Progress– Design ongoing assessments that support

individual differences in recognition, strategic, and affective networks

– Utilize digital curricula with embedded assessment to track progress and provide ongoing feedback

Universal Design for Learning Lessons

• The following slides depict a model UDL lesson plan template developed by the Center for Applied Special Technology (CAST). This template can be found at http://lessonbuilder.cast.org/

UDL Model Lesson Outline http://lessonbuilder.cast.org/

• Lesson Overview

• Title: Author: Subject:

• Grade Level(s):

UDL Model Lesson Outline http://lessonbuilder.cast.org

• Unit Description – This unit focuses on…– In this particular set of lessons, students will

learn – Students will engage … to support their

learning– They will have several different opportunities

to share their new knowledge.


• Lesson Description for the Day-In this first lesson, students will explore and learn about…

• State Standards • Goals

– Unit Goals:• Students will identify and describe…• Students will demonstrate …

– Lesson Goals:Students will—

• describe… • Identify…


• Methods– Anticipatory Set:

Share lesson goals and objectives with students

– Introduce and Model New Knowledge:Present students with new information appropriate to the lesson


• Provide Guided Practice:Visit students and provide guidance as needed.

• Audio copies of books should be available in the listening center for students who require decoding support or who may have low vision. Or books should be scanned into the computer so these students can access the content using a screen reader. The content of web sites can also be accessed by using a screen reader).


• Provide Independent Practice:give students opportunities to choose how they wish to learn. i.e. alone, in pairs, in groups, learning centers, etc. – Strategic Network – Provide flexible

opportunities for demonstrating skill. – Affective Network – Provide adjustable

levels of challenge


• Wrap-Up – give students the opportunity to share what they have learned with a partner, then with the whole class.


• Assessment– Formative/Ongoing Assessment:

Provide ongoing assessment throughout the lesson

– Summative/End Of Lesson Assessment:At the end of the lesson provide students with many different formats to present what they have learned. i.e. write an essay, draw a picture, etc.


• Unless otherwise noted, all information for this presentation was taken from:

Rose, D. & Meyer, A. (2002). Teaching every

student in the digital age: Universal design for learning. Alexandria, VA. Association for Supervision and Curriculum Development


Jim Braunreuther

EDET 735