Introduction to Universal Design for Learning (UDL)

When two students perform the same academic task, the patterns of activity in their brains are as unique as their fingerprints.

The three UDL principles share one common recommendation: to provide students with a wider variety of options.

- CAST, 2002

UDL Warm-Up

  • In content area groups, identify general UDL strategies/tools/resources in connection with each of the three UDL principles
  • Lingering questions from the reading
  • Key ideas:
    • How is UDL different than differentiation? Assistive technology?
    • Learning differences vs. significant learning/physical disabilities
    • Why is this in the technology course?

UDL in the Classroom

  • What are the potential benefits?
    • Engage all students
    • Providing different options breaks up the monotony
    • Thinking of students as whole individuals rather than just skilled workers
    • Highlighting students strong points
    • Students learn together
    • People can be more aware of how they learn and appreciate this in others
  • What are the major potential challenges to implementing UDL in the classroom?
    • Can create more work for the teacher
    • Multiple modalities can be distracting
    • Limited access to resources you'd use (home and at school)
    • Students still need structure
    • Time and curriculum constraints

Guided Exploration

  • Explore the UDL Mightybell Space
  • Revisit group document and flesh out

Looking Ahead

  • Application of UDL in lesson planning (9/18)
  • Multiple ways of representing content (9/25)
  • Content tool collection (10/2)
  • Multiple means of expression (10/9)
  • Technology-integrated lesson plan (11/27)

"Parking Lot" for additional questions or ideas

Graphic Organizer Tools:

For Next Time...