Universal Design for Learning

My current and only professional teaching job has been at a Title I school with a majority of my learners learning English as a second language. Due to these circumstances, my lesson planning and design has always centered around how I can make the curriculum more accessible for my students. I use my students ACCESS scores to guide my accommodations and modifications. I use the WIDA Can-Do Descriptors to set lesson goals for my students. WIDA stands for World-Class Instructional Design and Assessment. Thinking of my students language needs for the past two years has prepared me for teaching the Diverse Learners first grade class this year. In addition to my English Language Learners I have two students with developmental delays. 

What is Universal Design for Learning?

Universal Design for Learning, or UDL, is an approach to curriculum that minimizes barriers and maximizes learning for all learners (UDL At a Glance, 50 seconds). Given that all students are unique, the way we teach, assess, and give feedback should also be unique. Given my class is full of 29 students, this can sometimes feel daunting. When teachers think about designing a lesson, they should ask themselves 2 questions. 

1. What is my goal?
2. What are the barriers?

In order to limit barriers in the classroom teachers should,

1. Provide multiple means of representation
2. Provide multiple means of action and expression
3. Provide multiple means of engagement

My Personal Reflections on UDL

In my opinion, I think I excel in creating classroom activities and assessments that are accommodated with visuals, manipulatives, and native language directions. I have included an example below. Since making these consistent changes to my assessments, I have seen more success on the assessments and with academic understanding. 

 

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In my opinion, I believe I could improve upon providing multiple means of action and expression consistently across subjects. In math I think I could provide space and time for students to complete their math tests with manipulatives and oral speaking responses rather than written responses. In reading I would like to start allowing students with lower ACCESS scores to identify the sight word out of a group rather than having them read it solely. Overtime, students could work towards reading them. In order to provide multiple means of action and expression, proper planning needs to take place. Overall, I could improve upon using technology for students to express and engage with content material. 

Chromebook Accessibility Features

In order to improve accessibility in my classroom for my diverse learners and all of my students, I explored the accessibility features the students Chromebooks offer. This infographic explores 5 features available for the students in the Settings of their Chromebooks. I provide descriptions of what the feature is and who could potentially benefit from this feature. The types of students that could benefit from this is not a complete list. In general, all students could benefit from these features in some capacity.  

Have you used any of these features in your classroom? Do you have any tips or tricks?

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