Teachers often note that learning is not one size fits all. It is not even one size fits most. Each student is unique and good educational design seeks to take those variations in student and experiences, culture, and abilities into consideration.
This is the crux of Universal Design for Learning (UDL).
While being respectful of learner variability has typically found itself within the mindset of special education, it is a concept that wide spread benefits for all students.
UDL has a foundation in three areas that represent questions students typically ask when entering a classroom:
What are we learning with? or What do we have to do today?
How are we showing our learning? Or How am I being graded on this?
Why are we learning it?
The first principle of WHAT students are learning focuses Providing Multiple Means of Representation. Teachers provide multiple ways for students to gain information. Can the lesson be taught using a lecture? Why not a video? Reading material? Manipulatives? Multiple Means of Representations asks teaches to look at alternatives to a traditional lecture and a worksheet. It puts the more emphasis on students accessing the information instead of passively receiving it.
The second principle takes into consideration student strengths of Providing Multiple Means of Action and Expression. After the student has learned the material, how will he or she be assessed? Is written the best method? Speaking? Consider the student strength and weaknesses. A student who is painfully shy may not feel comfortable speaking his or her presentation. Is there another way for this student to demonstrate the learning?
Finally, Providing Multiple Means of Engagement issues the challenge to design learning that can be useful to students in a variety of ways and allows them different ways to interact with the material. While the pendulum swings towards group work and teachers are asked to do as much as possible, not all students thrive in that environment. It's ok for teachers to strategically group students and even let them work alone if that is how the student works best.
Overall, UDL asks teachers to know their students and how bests to meet their needs.
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