Universal Design for Learning was originally developed to help learners with disabilities but now it is so much more. UDL framework can assist any teacher to plan a lesson that works for all types of learners. It helps teachers mold their curriculum to fit each individual students not to mold a whole class. UDL has three primary principles.
Principle I: Provide Multiple Means of Representation (“What”)
Principle II: Provide Multiple Means of Action and Expression (“How”)
Principle III: Provide Multiple Means of Engagement (“Why”)
My game was designed for visual learners after learning about UDL framework and guidelines I needed to make some adjustments to my lesson plan. For example I provided only verbal instructions for the game this is not conducive for all learners so I utilized the technology in my classroom. I will have the students use their ipads or chromebooks to watch my demonstration on how to play the game on youtube. I also will type the instructions for students that would prefer to read the directions on a sheet of paper. This give the students multiple means of representation of the lesson.
Another major change that I made to the lesson is the way the students keep track of their points (how many order pairs they get correct) I added in a table for the students to share with me either electronically using Evernote or in a google doc or they can keep track with the traditional paper pencil. Not only do they have to share how many points they receive but they have to document every ordered pair they got wrong and also document what the order pair they thought it was.
|(2,1)||YES! 1 point|
As I reflect about what I learned from the UDL guidelines and framework I believe that UDL is best practice for teachers and their students. Using the frame-work provides students and teachers with multiple outlets to teach and learn. Overall I believe that my lesson is UDL friendly and all students will be engaged and learning.
UDL Bodies 2013, Chrissie Butler, https://www.flickr.com/photos/36224492@N06/8973962812/in/photolist-eEZUuL-8wMgNd-8WjyPk-eETMFM-9kS7gr-nMGVge-eETLrR-bsyr8L-6A7kGc-dP7Moo-7EGmfv-9DGMzK-56YuB5-iigDW6-8Cu2xB-ayFY2E-9GNMcn-ijPoXE-ijPfts-ijPoV5-ijPLwR-ijP4ya-ijPoz5-ijPM1M-ijPf2L-ijPf1o-ijP4zn-ijPoRN-ijPf75-ijPoKW-ijP466-ijPoMj-ijPLvD-bvWXVB-baxcgi-crqcDh-crqcA3-mh5vg6-4pikGh-iigEzR-iigbMj-iigEc6-iifTj2-ftmkSG-iifSFZ-iigccC-iigc41-iigEfT-iigoe5-iifSGR, CC licence
Rose, D.H. & Gravel, J. (2011). Universal Design for Learning Guidelines (V.2.0). Wakefield, MA: CAST.org.