Reflection on Universal Design for Learning

I have always felt that Universal Design for Learning should be implemented in all classrooms, however, I had the misconception that it would be most beneficial for students with disabilities. After completing the readings this week I am more aware of how helpful this form of teaching is for all students, including the typical learner. I particularly enjoyed how the UDL module was created in a UDL friendly format, making it interactive and easy to understand. I immediately saved the UDL Guidelines - Educator Checklist after viewing it, and plan to print out a copy for my cooperating teachers. The check list does a great job of summarizing the key points of UDL and is an excellent way to ensure that these points are being addressed in our lessons. As teachers, I believe we always have the best intentions in mind, but sometimes we may inadvertently teach in a way that we are used to, when in fact, our typical teaching style may only be beneficial to a few types of learners. Times have clearly changed since I was in elementary school, so when I plan lessons I find myself teaching in a format that I remember being taught in when I was a student. Using the principles of UDL will prevent myself and others from falling into this pattern and will promote the use of assistive technology in the classroom. 

Lastly, I thought the "Take Aways" of the module were crucial points that stuck with me. The first was that a lesson does not need to address each UDL bullet on the checklist as long as several guidelines under each principle are met. This format of teaching lessons will support many more students compared to the traditional lessons and materials that many of us are used to (such as lectures and textbooks). The second point was that applying the UDL principles to lessons while they are being created will allow more students to benefit right from the start and will prevent the need of refining and modifying lessons for specific learners. Overall it is clear that UDL is a proactive way to ensure that all students are provided with a quality education that will result in deeper understanding. 

Relating UDL lesson to sample learning profiles:

Michael is a student that I believe could truly benefit from Universal Designs for Learning being implemented in his classroom. He likes exploring his own interests but has difficulty when asked to learn about other topics, execute a new skill, or complete a task that involves multiple steps. To account for this, Michael’s teacher should make sure to customize the display of information during lessons to keep him, along with his classmates, engaged and interested in the topic at hand. To do this the teacher will have to learn more about his/her students to find out what their interests and hobbies are, so that lessons can be centered around such topics when applicable. To specifically address Michael’s issue of learning about new topics, the teacher could present new information in ways that Michael is already fond of and comfortable with, such as in visual representations.  In terms of completing a task with multiple steps, instruction should be scaffolded and broken down into smaller steps to prevent Michael from being overwhelmed. He could also be taught how to set goals for himself by being provided with a checklist of what must be accomplished or completed for each lesson. If the checklist is completed during the designated amount of time, Michael should be praised (depending on age a token economy system can also be used). In order to address Michael’s inappropriate questions or comments, along with his inability to understand abstract concepts, the teacher could try implementing a peer tutor or buddy system. This would prevent Michael from distracting the class or being called out on by classmates multiple times throughout the day. 

Another student that would benefit from the use of Universal Design for Learning is Luke. Although Luke has dyslexia and difficulty with executive functioning, he demonstrates strengths in the use of technology. Therefore, if lessons incorporate interactive technology, (as seen in Module 3 with the videos on the concept of how light effects the eye), I think Luke would be more engaged in the class lessons. Since Luke also struggles with directions, he should be provided with explicit directions in both visual and audible formats. Visual aids and reminders may also be useful to help Luke remember to complete his class work and homework. Additionally, since Luke has trouble asking for help and getting involved in class discussions he should be paired with a classmate when appropriate. 

This cartoon reminded me of the introduction in the "Future in the Margins" article.  As stated by Rose and Meyer,  "These new technologies will not make less work for teachers, but they will transform the work making it more nutritious, more differentiated, more engaging, and more democratized."