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Universal design for learning

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Recognition: The "what" of learning
Strategic network: The "how"
Affective network: The "why"

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Suggested teaching strategies for the nine UDL guidelines.

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Instructional components that prevent student learning. By using the guidelines, checkpoints and key features set by UDL teachers can overcome barriers in their way.

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-Action
-Representation
-Engagement

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UDL is curriculum and instruction including alternatives to make learning accessible and appropriate for individuals with different backgrounds, learning preferences, abilities, and disabilities in widely varied learning contexts.

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UDL's framework improves and optimizes teaching and learning for all people based on scientific insights into how humans learn. According to Teaching in Today's Inclusive Classrooms, our classroom book, "Teachers look at what the students can do and are no longer limited to a single student characteristic or method of instruction. All students can be expert learners who are engaged in a process of engagement, growth and continued improvement."

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Systematic approach- The goal of a systematic approach is to identify the most efficient means to generate consistent, optimum results. In UDL the systematic approach is to give all students the opportunity to learn.

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Action and expression with guidelines and checkpoints

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Action and expression with guidelines and checkpoints

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For strategic, goal-directed learners, differentiate the ways that students can express what they know.
1. Provide options for physical action
- Options in the mode of physical response
- Options in the means of navigation
- Options for accessing tools and assistive technologies
2. Provide options for expressive skills and fluency
- Options in the media for communication
- Options in the tools for composition and problem solving
- Options in the scaffolds for practice and performance
3. Provide options for executive functions
- Options that guide effective goal setting
- Options that support planning and strategy development
- Options that facilitate managing information and resources

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DI is an instructional process that offers teachers flexibility in the way they teach whether it be delivering instruction, providing learning activities, and assessing students to meet the needs of individual learners.The concept of Universal design for learning implementation supports DI. Similar to UDL, DI considers the strengths and needs of every individual student. In DI, the teacher meets  the student at the place just above the student's level of mastery. The three basic concepts of DI are content, process and product.

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UDL's guidelines can assist anyone who plans lessons and units of study or develops curricula  to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. They can also help educators identify the barriers found in existing curricula.
The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific checkpoints are put into place.
UDL wants to provide multiple means of representation, provide multiple means of action and expression and provide multiple means of engagement when teaching students.

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Representation with guidelines and checkpoints

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Representation with guidelines and checkpoints

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For resourceful, knowledgeable learners, present information and content in different ways.
1. Provide options for perception.
- Options that customize the display of information
- Options that provide alternatives for auditory information
- Options that provide alternatives for visual information
2. Provide options for language and symbols
- Options that define vocabulary
- Options that clarify syntax and structure
- Options for decoding text or mathematical notation
3. Provide options for comprehension
- Options that provide or activate background knowledge
- Options that highlight critical features, big ideas, and relationships
- Options that guide information processing

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Both have three distinctive components. One thing that  makes the two different is that UDL has always had a very strong emphasis on technology and a belief that tools have the potential to increase flexible options for students who truly need them, as DI simply just emphasizes challenging learners who need to study beyond the general curriculum grade level standards. As stated on Bartholomew consolidated school's website "UDL proactively evaluates the classroom instructions and environment and provides access to the content on the front end; differentiated instruction reactively evaluates individual students and retrofits and modifies on the back end"

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Engagement with guidelines and checkpoints

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Engagement with guidelines and checkpoints

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For purposeful, motivated learners, stimulate interest and motivation for learning.
1. Provide options for recruiting interest
-Options that increase individual choice and autonomy
-Options that enhance relevance, value, and authenticity
-Options that reduce threats and distractions
2. Provide options for sustaining  effort and persistence
-Options that heighten goals and objectives
-Options that vary levels of challenge and support
-Options that foster collaboration and communication
3. Provide options for self-regulation
- Options that guide personal goal setting and expectations
-Options that scaffold coping skills and strategies
-Options that develop self assessment and reflection