UDL in the classroom
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The way everybody learns is unique. Some like spreadsheets and numbers on a page. Others, like myself, prefer visuals and examples showing how to accomplish the tasks. There isn't a wrong method, but teaching should be met for all learners.
Universal Design for Learning (UDL) minimizes barriers and maximizes learning for all students (CAST, 2010).
UDL, created by the non-profit organization Center for Applied Special Technology (CAST) in 2008, is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (About CAST, 2023).
Universal refers to curriculum that can be understood by everyone, no matter their learning level (CAST, 2010).
Learning is broken down into: Recognition ("What of Learning), Skills and Strategies ("How), and Caring and Prioritizing ("Why) (CAST, 2010).
Design is the flexible curriculum (CAST, 2010).
As teachers we face students of all types of learning. So teachers must ask the following questions when preparing their lessons in a UDL environment: What is my goal? What do I want my students to know, do and care about? What barriers in the classroom might interfere with my diverse students reaching these goals? (CAST, 2010).
In today's classroom, we through technology into the mix and the learning can change. Just using technology while teaching a lesson does not improve the learning process (Morra & Reynolds, 2010). Technology must enhances the learning process as defined by UDL principles.
UDL Principles
CAST has three learning principles for UDL:
1. Provide Multiple means of Representation
2. Provide Multiple means of Action and Expression
3. Provide Multiple means of Engagement
Representation is the "What" of Learning. CAST describes Representation as "to reduce barriers to learning...it is important to ensure that key information is equally perceptible to all students by: 1. providing the same information through different sensory modalities...; 2. providing information in a format that will for adjustability by the user (Morra & Reynolds, 2010). For example, a teacher could use PowerPoint Live to allow a student who speaks a different language to access the lesson in their own language.
Action and Expression is when learners are given multiple means of expression, they are provided with "alternatives for demonstrating what they know" (Morra & Reynolds, 2010). This principle gives students plenty of options for expressing what they know and provide models, feedback, and supports for their different levels of proficiency (CAST, 2010). For example, students can be offered multiple ways to complete assessments, such as writing, drawing, making a video, or even making a photo scrapbook (Morra & Reynolds, 2010).
Engagement is to "increase individual choice and autonomy" (Morra & Reynolds, 2010). Engagement gives students choices to fuel their interests and autonomy (CAST, 2010). These activities can vary depending on the class but can include personal journal questions, broad-based thought questions, video views, Web searches, or other topics students create in response to their thoughts on what they are learning in the course (Morra & Reynolds, 2010).
One reason why UDL resonates with educators in many different areas is that it brings attention to the diversity of ways that people learn due to variations in their neuro-physical makeup (Gronseth & Hutchins, 2019).
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Video Games and UDL
One way to utilize UDL in classrooms is through educational video games.
Video Games can hit all three UDL Principles in the following ways:
Engagement - Personalization in gameplay and characters, already accessible to most students, and many students of poverty or low-income have access to video games.
Representation - The games have closed captioning text to read, language can be modified or changed, there are color blindness options, custom control settings, different difficulty settings and game modes and many accessibility features.
Action and Expression - Different game modes for different learners, build and strategy options, different ways to access information, games work on your weakness, ability to create levels and worlds, and adaptive controllers.
One way to incorporate video games into the lesson, is to simply ask students what they already play. There are so many program options out there: Gimkit, Blooket, Quizalize, Kahoot, and event Minecraft and Roblox for education.
The above information was provided by Gina Salgado during her presentation "Video Games and UDL: Accessibility for All" at the July 2023 Career & Technical Association of Texas Summer Conference in Dallas.
Salgado teaches at Golden Charter School in the Dallas area.
I sat through her presentation because I have a son who in enthralled with video games. I wanted to learn more about how they worked in the classroom. When Ms. Salgado talked about UDL, that was my first introduction to the curriculum.
While I have used technology in my classroom, I don't believe I have been using it effectively as the UDL principles state.
My goal is to now take this knowledge and incorporate it into my classroom as my class is very hands on and has a variety of students, including ones with learning disabilities.
One thing is certain, I will look into making more engaging lessons for all of my students.
References
About CAST – CAST. (2023, June 6). CAST. https://www.cast.org/about/about-cast.
CAST. (2010, January 6). UDL At A Glance [Video]. YouTube.
https://www.youtube.com/watch?v=bDvKnY0g6e4.
Gronseth, S., & Hutchins, H. M. (2019). Flexibility in Formal Workplace Learning: Technology Applications for Engagement through the Lens of Universal Design for Learning. TechTrends, 64(2), 211–218. https://doi.org/10.1007/s11528-019-00455-6.
Morra, T. & Reynolds, J. (2010). Universal Design for Learning: Application for Technology-Enhanced Learning. Inquiry, 15(1), 43-51. Retrieved July 28, 2023 from https://www.learntechlib.org/p/55558/.
Salgado, G. (2023, July). Video Games and UDL: Accessibility for All. CTAT Summer Conference July 2023 in Dallas, Texas. Dallas; Texas.
Hello Melissa. I was so excited to read your work on the UDL model/framework and your take on how it is used in the classroom. Your introduction was very captivating because it sets the tone for the reality of unique learning styles. I am glad you mentioned “teaching should be met for all learners.”
ReplyDeleteAs your writing continues, I really liked the flow of how you introduced UDL. Your citations were great and I can come back to your references to learn more about it. I like the separation of ideas from your paragraphs which made the reading easier on my eyes. You choose bold statements from your sources as a stand alone sentence and that adds an impact to the read.
As for your media and graphics, I love that you incorporated a Canva image because I myself am an avid user of canva as well. Your other images and the video you included will be very helpful for any reader of this blog. The placements of the images are perfect.
Towards the end when you started to talk about video games, I was so intrigued. I wonder how Ms. Salgado uses video games with students with disabilities. It would be great to have more information on the implementation of video games in the classroom that are put out by the top brands of video game creators. I am glad that you are wanting to become better at UDL practices because it is such an important concept.
Thank you for wanting to learn more and for being an educator that seeks the knowledge to make an impact on her students. I look forward to hearing more about how you implement these strategies in the upcoming school year.