Universal Design for Learning

Hey Guys,

I am here to talk about a topic that I am sure we as librarians or future librarians are already using or can learn to use in our lessons called the Universal Design for Learning.

What is the Universal Design for Learning?

Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know.

The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. It’s about building in flexibility that can be adjusted for every student’s strengths and needs.

https://youtu.be/gmGgplQkrVw

Now that we have an understand of what the Universal Design for Learning is, I will address several questions to help further shed some light on the subject.

Which of the guidelines of the Universal Design for Learning am I already using?

Engagement

Sustaining Effort and Persistence by offering meaningful feedback:

With UDL, students get feedback often every day on how they’re doing. At the end of a lesson, teachers may talk with individual students about lesson goals. Students are encouraged to reflect on the choices they made in class and whether they met the goals. If they didn’t meet the goals, they’re encouraged to think about what might have helped them do so. When we have small group discussions I am able to give instantaneous feedback after the students have contributed to the discussion. It lets me know right then and there if they understand the concept that has been taught. Also in the virtual setting in Schoology as soon as the student turns in an assignment because it has a self grade function they can see immediately what they did wrong and I can go in and make comments so they can ask questions if needed or we can have a re-teaching moment.

Engagement

Optimize Individual Choice and Autonomy:

In a traditional classroom, there may be only one way for a student to complete an assignment. This might be an essay or a worksheet. With UDL, there are multiple options. For instance, students may be able to create a podcast or a video to show what they know. They may even be allowed to draw a comic strip. There are tons of possibilities for completing assignments, as long as students meet the lesson goals. I have learned that one generic way of assignments does not work for all students because of the different learning styles. I love the idea of choice boards so students have the autonomy to choose how they want to turn in there work. They can do a discussion, create a video, a PowerPoint or Prezi, or on some assignments we have even submitted Tik -Toc’s. When students have choices all learning styles are addressed and students can channel their inner creativity.

Engagement

Minimize Threats and Distractions:

UDL promotes flexibility in the learning environment. That’s why in a UDL classroom, there are flexible work spaces for students. This includes spaces for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds or headphones during independent work. My current library is sectioned off so the students can read quietly in reading corners in comfy chairs and, there are tables grouped together in the middle of the library for large group instruction. This is designed so that individual and group activities can occur with minimal distractions.

Which of these could I add right now to my teaching practice?

Representation

Language and Symbols:

Promoting understanding across languages is a very important guideline that I could put into practice right. I currently work at a school that is 95% ESL and bilingual learners. The other small percentage are native speakers. So I am constantly finding ways to reach my students because I do not speak fluent Spanish. By promoting understanding of he English language, English language learners always have the option to build background knowledge, interact with information visually and auditorily, access rich scaffolds and supports to help highlight the patterns of language, and have numerous opportunities to express what they know in ways that are authentic and meaningful, all while experiencing the value of collaboration and feedback.

Which of these looks great, but I might need some help to implement?

Action and Expression

Optimize access to tools and assistive technologies:

I need to learn how to use the assistive technologies offered by my district to meet the needs of the students. I am not well versed in how to use Kurzweil for the dyslexic students or what is the meaning of the different overlays when that population of students are reading. I would like to have my library set up not only in the physical space for ADA compliance but also in the terms of the selection of literature for all the special populations.

Topic I would like to explore more…

Engagement

Develop self-assessment and reflection

Through self-assessment and reflection learners learn to assess their own learning for the purpose of improving it. To become capable assessors of their learning, learners must have clear goals, the opportunity to help create a definition of quality work, ongoing feedback, and the opportunity to correct or self-adjust their work before they turn it in. After finishing the project, learners need to reflect on the strengths and weaknesses of their work, make plans for improvement, and integrate the assignment with previous learning (Paris & Ayres, 1994; Stiggins, 1997; Wiggins, 1998). Through self assessment, learners become more responsible for their own educational growth; more reflective, autonomous, motivated, and effective. Learners’ self-assessments are an essential part of guiding instruction because they provide further evidence of learner efforts and achievements. Self-assessments improve communication because learners become aware of areas in which they are having difficulties and are better able to articulate their needs (Kulm, 1994).

Learners do not learn to assess their learning on their own; they need to be taught strategies for self-monitoring and self-assessment. An effective strategy might be to:

1. Model using a checklist or rubric to assess a piece of writing using think-aloud strategies as you look at each criteria
2. Learners try the technique themselves using one of their writing samples
3. Learners review each others’ writing and self assessment and make comments
4. Learners discuss whether and how well the technique worked and what to do differently next time

McCombs, B. L. (1997). Self-Assessment and Reflection: Tools for Promoting Teacher Changes Toward Learner-Centered Practices. NASSP Bulletin, 81(587), 1–14. https://doi.org/10.1177/019263659708158702

Norwood, A. (n.d.). What does Self-Assessment and Self-Reflection bring to the Learning Journey. Schoolbox. https://schoolbox.com.au/blog/what-does-self-assessment-and-self-reflection-bring-to-the-learning-journey/.

Student Self-Assessment & Reflection. Student Self-Assessment & Reflection – Kentucky Skills U. (n.d.). https://kyskillsu.ky.gov/Educators/resources/rla-social-studies-science/Pages/student-self-assessment-and-reflection.aspx.

These was a very interesting concept , one that I wish to continue to explore and use to change the dynamic of my classroom and a library.

Happy Reading !!!