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Embracing the UDL Classroom: 4 Steps to a More Flexible Education

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Embracing the UDL Classroom: 4 Steps to a More Flexible Education

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This article provides answers to key questions regarding Universal Design and how it can be best used to serve students in the classroom. It first addresses the struggle teachers have with differentiated learning, and goes into steps teachers can take to create a more diverse learning environment. Teachers should start with the goals they want students to reach, then create a flexible classroom using different methods. Next, instructors should thoughtfully choose materials or strategies that will work for their students. Finally, a teacher should provide students with feedback to ensure students are learning efficiently. The article stresses that through UDL, a teacher can take the necessary steps to make sure students can travel down their own path to success. I believe this resource is relevant to my understanding of Universal Design because it provides a helpful and relatable justification for giving students a diverse array of lessons.

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Technology Solutions That Drive Education

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Creating a learning environment for every type of student is no small feat for a teacher. It takes time, patience and a lot of hard work.

In fact, 78 percent of teachers find it difficult to adapt learning for students who require more support, and many believe that more time for planning, new strategies for engagement and better technology in the classroom would help immensely.

The Universal Design for Learning (UDL) is an approach to learning that aims to meet those needs and create a more effective learning environment for students of all abilities.
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What is a UDL Classroom?

UDL classrooms addresse the needs of all students by providing more flexibility and fewer barriers to learning. It breaks learning down into three parts - representation, action and expression, and engagement - and provides multiple means of accessing each part.

For example, a teacher might present a lesson through written and oral instruction, a video and a chart with pictures. Then to test students' knowledge he or she might have them split up into groups or work individually to create a written response, a picture or a scene acting out what they've learned. Finally, to keep students engaged he or she might have them keep a personal journal, work in groups to give each other feedback or take them on a virtual field trip.

Each student chooses their own unique path to learning without being forced to do something they're not comfortable with. To find success with UDL, educators can follow four steps:

1. Start Small and Set Achievable Student Goals

Implementing UDL takes time. It's essentially a full-blown overhaul of how the school functions, so it's important to start small and build up from there.

A full transition requires the support of the administration, parents and the district as a whole, but that doesn't mean teachers can't try some of the tactics in their classrooms.

Setting achievable, even daily, goals for you and your students is a good place to start. Apply the UDL strategies to one lesson and see how it works for your students. You'll begin to find which tactics your classroom requires and which it could do without.

2. Create a Flexible Classroom with Furniture and Digital Tools

A dream UDL classroom would be architecturally designed with every type of student in mind, with things such as automatic doors, adjustable furniture, accessibility features on computers and other classroom technology.

That is obviously not in the budget for every school, but teachers can look at their classrooms and see what they can do to make it a universally better learning environment.

Start with flexible workspaces, including one for quiet individual work and one for small and large group work. Big clear signs would also help the majority of students. Allowing students to work with headphones to cut out noisy distractions is another great option.

3. Choose Technologies, Materials and Methods Thoughtfully

UDL requires the use of more materials and methods than usual, but technology makes it easy to access them.

Instead of notebook journaling, you might have students use a digital journaling app that allows them to use photos, videos, music and more to express themselves.

Based on your classroom goals, you can decide which materials and methods work best for your students. It may take some trial and error at first, but it will make things much smoother in the long run.

4. Give Lots of Feedback to Establish Deeper Learning

In the UDL framework, teachers are constantly giving feedback.

Based on the goals set at the beginning of class, teachers can speak with students about whether or not they reached today's goals. This helps students reflect on their work, perhaps deciding what things went well and what things went wrong, encouraging them to do better next time.

Teachers can also have students give each other peer feedback on homework, projects and the day's activities, providing even more learning on a deeper level.

UDL is meant to be implemented holistically, changing the way not only the school, but the district works from the ground up.

It may not be something your school or district can achieve at the moment, but the ideology is simple: to provide multiple methods of learning for an inclusive classroom.

With research and preparation, the right technology and a good attitude, a teacher can make the changes to help each one of his or her students reach their own unique path to success.

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Embracing the UDL Classroom: 4 Steps To A More Flexible Education

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Creating a learning environment for every type of student is no small feat for a teacher. It takes time, patience and a lot of hard work. In fact, 78 percent of teachers find it difficult to adapt learning for students who require more support, and many believe that more time for planning, new strategies for engagement and better technology in the classroom would help immensely.

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This video walks through different principles framing Universal Design. It provides an overview of how UDL can effectively function in a classroom. This takes a student-centered perspective, emphasizing that students should be given options and multiple means of engagement to ensure learners are reaching their fullest potential. I find this video relevant to my understanding of Universal Design because it provides a succinct yet thorough interpretation of the guidelines in implementing UDL.

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National Center on Universal Design for Learning

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6 Myths about Universal Design for Learning

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6 Myths about Universal Design for Learning

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This source provides both a description and infographic showing common myths about Universal Design. It explains that UDL involves quality engagement in learning and that it is meant for all students. This resource also goes into the difference between UDL and differentiated instruction.
This resource is relevant to my understanding of UDL because it provides an accurate depiction of how Universal Design may be perceived and how it should actually be interpreted. Teachers must understand how to debunk these myths in order to properly implement them in their classrooms.

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You may know of UDL as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. But one thing I have experienced time and time again from my experience presenting on the topic is that there are several myths and misconceptions about UDL that are common among educators. Addressing these myths may be helpful in implementing the framework in your school or district.

Myth #1: UDL is for Special Education Students

Every student regardless of variability deserves the best opportunity to develop their skills and knowledge, especially those students who have been historically marginalized. It is true that UDL grew out of efforts to help students with disabilities. The innovation came in realizing that lowering barriers for students with disabilities also lowered previously unseen barriers for other learners. This, in turn, led to a recognition that universally designed education would encompass all learners because human variability is not this/that, either/or but rather a continuum of differences that change according to context and opportunity.

All students, in a classroom that includes students with disabilities, are given options and choices so they can be equally challenged and supported. Even students who are identified as gifted and talented benefit from inclusion when three key components are met: flexibility, acceleration, and variety (Delisle, 1999). Essentially, the flexibility provides all students with options and choices for the methods they use to learn, the materials, and the assessments. Acceleration allows students to move at a quicker pace if they show competency of the material, and lastly, variety allows students to personalize their learning and create meaning for themselves as they work toward standards. All three of these conditions are required in the UDL framework.

Myth #2: UDL is Differentiated Instruction (DI)

UDL and DI are built on fundamentally different values of who is in charge of a student's learning. The primary goal of UDL is to create expert learners. UDL honors student variability and removes barriers to student learning by embracing differences.

When teachers differentiate instruction, they cater to individual student needs (Tomlinson, 2000). For example, you may take one group of students aside and ask them to read an extra piece of literature because you have evidence that they are more advanced than their peers. You ask another student to draw pictures instead of writing an essay since you know writing is challenging for him.

On the contrary, UDL proactively designs flexibility in goals, methods, materials and assessments by embracing variability and predicting barriers, and then eliminating those barriers through design. These frameworks complement each other in a multi-tiered system. When predicting variability, educators can design robust opportunities for all learners to access grade-level rigor in Tier 1 with UDL. When evidence suggests that students need additional support, intervention, or enrichment, teachers can differentiate instruction to supplement, not supplant, universally designed learning experiences.

Myth #3: UDL is just "Good teaching"

There is no variable more critical for student success than the quality of teachers (Hall & Simeral, 2017). Without a doubt, the best investment a school can make is in its human resources. Teaching is the foundation of learning, and so when we have so many students who are not successful in school, and who haven't learned standards, we have to re-evaluate what good teaching is.

UDL is an educational framework based on decades of research in learning and the brain. It takes years to master and teachers use it to strategically remove barriers in lesson design by focusing on providing multiple means of engagement, representation, and action & expression. Teachers aim to create instructional experiences that allow students to become purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed, also known as "expert learners." In a nutshell, while following UDL best practices is good teaching, good teaching isn't always universally designed instruction.

When UDL is successful, learners truly have ownership in their learning, as opposed to permission to make choices. One great resource to exemplify this is the UDL Progression Rubric (Novak & Rodriguez, 2018). What you will notice is that some "good teaching" strategies, where teachers offer options and choices to students, are only identified in the "emerging" UDL category. That is because UDL is all about learning, and UDL implementation is only approaching an expert level when all students, regardless of variability, are learners who understand the importance of setting goals, and creating pathways to meet those goals.

Myth #4: UDL is the Same as Personalized Learning

Many people will also say that UDL simply allows each student to go their own way and demonstrate what they know and that it results in personalized learning. Although there are some similarities, the two terms are not synonymous.

Personalized learning (PL) is when educators cater to the strengths, interests, and needs of students through instructional strategies, personalized goals, and mastery-based assessments in flexible learning environments (Bingham & Dimandja, 2017). As outlined in a research paper that reported on the results of a multiyear, multimethod study of nearly forty (40) schools implementing PL, "Personalized learning is not a codified program or set of practices that schools can readily adopt." Elizabeth Steiner of the RAND Corporation explained that her recent studies of personalized learning suggest that "what's happening in the field right now is a lot of innovation and a lot of schools building their [personalized learning] models, building their curriculum, and inventing new systems" (Herald, 2017).

Using that definition, Universal Design for Learning (UDL) is a framework that could be used to implement and optimize personalized learning, but it isn't explicitly required as a component of the initiative. As the field of personalized learning continues to scale, we are hopeful that UDL will emerge as the primary framework for allowing all students to thrive.

Myth #5: UDL is all about Fun!

Learning doesn't have to be fun to be effective. It does, however, need to be engaging, challenging, and worthwhile. Take a favorite hobby, for example, and consider if it's "fun" all the time. It's not. Sometimes it sucks. The Spartan Beast is a half-marathon up a mountain with 30 obstacles including delights such as getting scratched by barbed wire and lugging 40 pounds logs up a steep incline. It's incredibly rewarding and requires expert learning, but at the time - not fun.

UDL is sometimes mischaracterized as a way of teaching and learning that is fun because when teachers proactively design flexible learning experiences with multiple options, learners have choices which makes them more likely to choose tasks that they find engaging.

But thinking that the intent of UDL is fun allows a scientific framework to be brushed off as a fad or lacking in rigor. I have designed very fun UDL lessons, and I have also designed lessons where learners were working extremely hard, pushing their intellectual abilities to the limit, stressed, and engaged, but not having fun.

Myth #6: UDL is Anti Explicit Instruction

All too often educators think that there is no place for direct or explicit instruction in a UDL classroom. This couldn't be further from the truth. Direct instruction will always have a place in education, but the way direct instruction is delivered through UDL is quite different. To support the direct instruction, teachers provide students with options and choices to help support their learning and offer multiple ways to students to dive more deeply into the information covered through direct instruction, for example by choosing to read a chapter in a book, watching a video, discussing the concepts learned with a peer, or diving into an experiment. Whichever option the student chooses, there will be resources available to help them through struggles, such as scaffolds and exemplars. There will be frequent reminders about the goals of the lesson, and classroom norms to support students with finding resources when they are challenged. So, while a lesson may incorporate mini-lessons and direct instruction, UDL encourages teachers to go beyond the "sage on the stage" of the olden days and help students take charge of their own learning.
Download the Infographic: Debunking Common Myths of UDL
Ready for more? Learn about the what, the why, and the how of UDL

References:

Bingham, Andrea & Dimandja, Oluwafolakemi. (2017). Staying on track: Examining teachers' experiences in a personalized learning model.Journal of Ethnographic & Qualitative Research. 12.

Delisle, J. R. (1999). For Gifted Students, Full Inclusion Is a Partial Solution. Educational Leadership, 57(3), 80.

Hall, P., & Simeral, A. (2017). Creating a Culture of Reflective Practice: Capacity-Building for Schoolwide Success. Alexandria, VA: ASCD.

Herald, B. (2017). 6 Key Insights: RAND Corp. Researchers Talk Personalized Learning. Retrieved from https://www.edweek.org/ew/articles/2017/11/08/6-key-insights-rand-corp-researchers-talk.html

Novak, K. & Rodriguez, K. (2018). UDL progression rubric. Retrieved from http://castpublishing.org/wp-content/uploads/2018/02/UDL_Progression_Rubric_FINAL_Web_REV1.pdf

Tomlinson, C. A. (2000a). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria: Association for Supervision and Curriculum Development.

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6 Myths about Universal Design for Learning + Infographic

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Debunking the common myths and misconceptions about Universal Design for Learning (UDL). Free Universal Design for Learning resource download.

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This infographic provides a visual comparison between teaching and being a doctor, which may help people understand the importance of reaching students with different needs just like doctors give their patients different treatments. The goal for both professions is to do what is best for the students or patients individually. For teachers, that is done through Universal Design. This image represents my understanding of Universal Design because it provides an easy-to-understand comparison helping people grasp what UDL can do for learners. This infographic shows that kids learn at different paces and in different ways, and those should be kept in mind when a teacher is delivering instruction.

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This video provides teachers with a step-by-step interpretation of universal design. This source gives viewers a guide on how UDL moves through the learning process. It identifies the 6 steps to the process and includes visual representations to help the viewer understand what is being said. This video is relevant to my understanding of Universal Design because it gives a brief but concise description of UDL and how to successfully implement it into a classroom.

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Use UDL in your lesson planning to enhance your teaching

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Universal Design for Learning Infographic

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Universal Design for Learning Infographic

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This infographic depicts an overview of some steps a teacher can take in UDL as well as some benefits of using Universal Design as a teacher. This image provides questions that guide teachers through each step of UDL, as well as objectives to ensure the chosen instructional materials meet universal design expectations. I believe this infographic is relevant to my understanding of UDL because it nicely encapsulates what teachers should focus on in their journey through Universal Design. It gives viewers a quality visual representation of UDL that is easy to understand.

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Universal Design for Learning: Definition, Principles, and Examples

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Universal Design for Learning: Definition, Principles, and Examples

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This source provides a scholarly overview of Universal Design; including its history, definition, and fundamental aspects. It also identifies a list of 7 universal design principles with applications and examples for each. This article stresses the importance of "multiple sources" of engagement, assessment, action, expression, and representation. These sources were identified by the Center for Applied Special Technology (CAST). I find this resource relevant to my understanding of UDL because I think it is a good source for examples that could help my colleagues articulate how UDL could be implemented.

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Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples

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Precollege and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning preferences, including visual and auditory.

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How to Apply Universal Design for Learning in the Classroom

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How to Apply Universal Design for Learning in the Classroom

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This article gives readers an understanding of how UDL functions in a classroom environment, emphasizing the importance of differentiation. The importance of tools, applications, and other resources is essential to the quality incorporation of Universal Design. Students should be assessed via a variety of artifacts, from both individual work and group assignments. I find this article relevant to UDL because it provides useful tips for teachers in the implementation of universal design. This piece provides a generic overview for teachers to utilize in getting started with UDL.

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A universal educational design revolves around using various teaching methods to prevent any barriers in the classroom. This design gives all students equal opportunities to succeed academically. In other words, students with different learning abilities and styles will all feel satisfied when studying at school.

If you are a teacher who is considering incorporating a universal design into your classroom, you have come to the right place. In this article, we will be discussing everything that you need to know about how you can apply the universal design for learning.

Use Various Apps, Tools, and Resources

One significant difference between many students out there is that some can learn without additional resources, while others require extra time and practice. For example, many students study better when taught using apps and other advanced educational tools, such as YouTube or Pedagogue.

Pedagogue is a new social learning management system that allows teachers to organize and manage their teaching material online, providing students with a central location for accessing learning content. Also, educators can use this platform to communicate and collaborate with students from remote areas.

In other words, they can hold online classes and lessons via video conferencing calls and audio chats. This feature can be used to provide students with additional support after school hours.

Make Your Assignments and Projects Versatile

You should incorporate various types of assignments and projects in your syllabus. For example, do not merely assign your students a writing task, limiting the skills and knowledge you are testing. Try using a few oral or creative projects – this will cater to all students’ needs, instead of just those who are good at writing.

Incorporate Group and Solo Work

Some students work better on their own, while others prefer group projects and assignments. If you want to cater to all of your students’ strengths and needs, you should find a way to incorporate both solo and group work into the syllabus.

Group work can sharpen the children’s communication and collaboration skills, while solo work is excellent for developing their problem-solving skills. If you want to apply the universal design into your classroom, you will need to incorporate both learning styles.

Concluding Thoughts

A universal educational design revolves around using various teaching methods and styles to prevent any barriers in the classroom. In other words, all students, no matter their learning differences, will be provided with the same opportunities to succeed when studying at school.

If you want to incorporate the universal design into your classroom, you should use various apps, tools, and resources when teaching your students. More so, you will need to grade your students based on various types of projects and assignments. Lastly, you should incorporate both group and solo tasks into your syllabus.

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How To Apply the Universal Design For Learning In the Classroom

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Spread the loveA universal educational design revolves around using various teaching methods to prevent any barriers in the classroom. This design gives all students equal opportunities to succeed academically. In other words, students with different learning abilities and styles will all feel satisfied when studying at school.

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The Case for Using Universal Design for Learning

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The Case for Using Universal Design for Learning

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This resource provides a breakdown of what Universal Design is, tips on how best to implement Universal Design, and challenges that may arise in implementation. While this resource has a focus on higher education in the United Kingdom, parts of its perspective can still be interpreted for the k-12 setting.
This resource is relevant to my understanding of Universal Design because I find value in the tips it provides for implementing UDL. I also find that the article addresses techniques to help reduce anxiety among students when it comes to instruction.

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Factoring “equity” into higher education often suggests the idea of helping students who require individual adjustments. This could be due to conditions such as physical differences, chronic illness, sensory impairments, learning differences or mental health challenges, and while we’re aware that a truly inclusive society would mean higher education institutions wouldn’t need disability support provisions, in practice, university departments serving these students contend with many challenges. For these teams, who are usually grappling with these myriad obstacles at the design phase, universal design for learning (UDL) principles can provide a framework for, as well as a catalyst towards, inclusionary practice.

What is UDL?

Based on the concept of universal design, UDL is a framework that supports access and participation for all learners. Ron Mace, an architect, coined the term “universal design” as a way of “designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability or status in life”.

Similarly, UDL integrates broader structural changes within our processes and learning environments that are accessible for all, regardless of student needs or individual adjustments. UDL can lend itself quite well to diverse contexts, from disabled learners to culturally diverse and international students. Most strategies that enhance learning for one type of learner also benefit others – for example, complementing verbal lectures with visual aids or captioning helps students with hearing impairments as well as those who are unfamiliar with the lecturer’s accent or vocabulary.

Do we need equity or equality to make things ‘fair’? Actually, we need both

Returning to ‘normal’ is really a return to ignorance

Disruptive innovation in the classroom: making higher education more accessible to a large population

Practical advice

One objective of UDL is to enable students to be more creative and develop resources and knowledge. Customisation is key here, and providing examples of high-quality work can be a beneficial form of support for all students. More importantly, give examples of the processes students can use for achieving those results. Ask students to report their answers and the process they undertook to arrive at those answers. Provide feedback on student strategy as well as the final product.

UDL also promotes different modes of expression, which can be incorporated through activities and teaching methods. Multisensory formats, which can be integrated into different types of courses, are good starting points. This includes lectures with visual material such as images, charts, graphs or videos. In addition, classes with interactive tools where students can give feedback anonymously can enhance student engagement. Also, small group or paired activities during the in-class discussion can feel a safer space for students to discuss their understanding than whole-class discussions, reducing anxiety.

Providing opportunities for all students to share important individual information without making it compulsory can be useful. It shows students that the university cares about their diverse backgrounds, which can contribute to student engagement. The customary model of disability support in higher education institutions can include individual learning support plans for disabled students. However, UDL would propose offering all students opportunities to share information, not just disabled students. For example, creating a self-serve option for students to share anything they would like their lecturers or staff to know about their educational background, name, gender pronouns, learning needs, disability and learning goals.

The challenges

In promoting and supporting UDL, there are countless challenges, especially as many equity and inclusion services tend to be viewed insularly and can, unfortunately, find themselves distanced from key aspects of teaching and learning.

Ironically, the Equality Act (2010) can also present problems for these teams. The act, the central driver for inclusive practice in the UK, mandates that universities should not discriminate against disabled students and requires universities to advance equal opportunity. However, traditional models for supporting disabled students in universities can be unintentionally ableist by separating disabled students from their peers physically and emotionally under the supposed service of supporting their needs.

Furthermore, most higher education institutions place the responsibility on the disabled person to self-identify and request reasonable academic adjustments. However, many students choose not to identify as disabled and therefore go without reasonable individual adjustments that might have helped them navigate their academic experience more smoothly.

In addition, student populations have many intersecting barriers to traditional learning. For example, at Arden University, where I work, more than 80 per cent of our learners are mature students with many competing responsibilities. Other figures suggest that the make-up is 55.9 per cent BAME and 41 per cent white, with students predominantly coming from deprived areas.

So how can institutions tackle these challenges?

Integrate UDL principles into curricula

When principles from the UDL framework – engagement (supporting students’ purpose and motivation to learn), representation (displaying information in a flexible format) and expression (allowing students to express their knowledge in meaningful ways to their own goals) – are integrated into the design phase of course development, the curriculum or process is automatically shaped, from the outset, to meet the needs of the highest possible number of learners.

When these strategies and principles are put in place correctly, it ensures that the curriculum (course goals, materials and instructional methods) is intentionally and systematically planned and designed to address individual learning differences. The core principle of UDL, of providing utility to the greatest extent, also means that practitioners should always be looking to provide information in as broad a range of ways as possible. For example, learning materials and lessons should incorporate not only text, but also graphics, audio and video resources (with captioning).

Make use of non-traditional forms of assessment

Beyond the teaching process, institutions can also implement UDL through assessment practices. Rather than rely on the crutch of traditional assessments such as essays and exams, alternatives including oral presentations, photo essays and web publications can provide different and often more inclusive means of engagement for students, as well as multiple ways for them to show their comprehension – all without removing meaningful end points to modules or compromising a critical judgement of a student’s ability.

Move towards a self-serve focus for students

As mentioned earlier, one problem for inclusion services teams can stem from individuals’ opting out of self-identification. However, one way around this is setting up services to offer support for “disabling experiences” instead of “disabilities or impairments”.

For example, UDL principles might guide institutions towards implementing help for students framed in ways such as: how to maintain concentration when you are feeling anxious; motivation when feeling unable to move forward; or how to study with pain, both physical and emotional. Instead of focusing on identifying individual students who require individual adjustments, helping these students develop self-advocacy, self-awareness, self-determination, self-esteem and executive functioning is equally important.

Getting started

One thing institutions looking to implement UDL principles might look towards is developing a UDL working group. At Arden, we’ve found this to be a successful way to develop a framework of UDL across the institution. As a result, when designing or reviewing processes as a team, we are starting to consider the following:

1. What privileges do able-bodied students/staff have in the university?
2. What do they not have to be aware of?
3. What do they not have to think about in terms of people’s attitudes, physical structures and social norms within an HEI learning environment?

We are only just beginning our journey towards implementing UDL within our structures, but the process is genuinely worthwhile and has allowed us to work across the university with many different teams sharing the goal of designing for everyone.

Jacqui Whittle is inclusion adviser and Caroline Pike is inclusion services manager at Arden University, UK.

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The case for using universal design for learning at your institution

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Universal design for learning can be the answer when searching for true equity in our universities. Jacqui Whittle and Caroline Pike outline the how and why

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Making Sense of Universal Design for Learning

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Making Sense of Universal Design for Learning

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This youtube video provides a good visual and informative introduction to Universal Design for Learning. This clip provides viewers with a brief history of UDL's origins, an overview of what UDL is, and how it can positively affect the learning environment. This resource is relevant to how I understand universal design because it provides an upbeat instructional overview of UDL and how it can benefit teachers and students.

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Making sense of universal design for learning