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Example of UDL in a 6th Grade Science Class

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Example of UDL in a 6th Grade Science Class

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 6 Science

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A panel of UDL experts takes you inside a middle school Science classroom to show master teachers applying the principles and guidelines of UDL. For more videos from the National Center on UDL, visit the Screening Room: http://www.udlcenter.org/screening_room/udlcenter

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What gets one student excited about learning will not be the same for the next. Give students choices to kindle their interests.
Provide  options for recruiting interest

Optimize individual choice http://www.udlcenter.org/implementation/examples/examples7_1

Optimize relevance and value http://www.udlcenter.org/implementation/examples/examples7_2

Minimize threat and distractions http://www.udlcenter.org/implementation/examples/examples7_3

Provide options for sustaining effort and persistence

Heighten salience of goals and objectives http://www.udlcenter.org/implementation/examples/examples8_1

Vary demand and resources http://www.udlcenter.org/implementation/examples/examples8_2

Foster collaboration http://www.udlcenter.org/implementation/examples/examples8_3

Increase feedback http://www.udlcenter.org/implementation/examples/examples8_4

Provide options for self-regulation

Promote expectations http://www.udlcenter.org/implementation/examples/examples9_1

facilitate person coping skills http://www.udlcenter.org/implementation/examples/examples9_2

Develop self-assessment and reflection http://www.udlcenter.org/implementation/examples/examples9_3

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Give students plenty of options for expressing what they know. Provide feedback and support.
Provide options for physical action

Vary the methods for response and navigation http://www.udlcenter.org/implementation/examples/examples4_1

Optimize access to tools and assistive technologies http://www.udlcenter.org/implementation/examples/examples4_2

Provide options for expression and communication

Use multiple media for communication http://www.udlcenter.org/implementation/examples/examples5_1

Use multiple tools for construction and composition http://www.udlcenter.org/implementation/examples/examples5_2

Build fluencies with gradual levels of support for practice and performance http://www.udlcenter.org/implementation/examples/examples5_3

Provide options for executive functions

Guide appropriate goal-setting http://www.udlcenter.org/implementation/examples/examples6_1

Support planning and strategy development http://www.udlcenter.org/implementation/examples/examples6_2

Facilitate managing information and resources http://www.udlcenter.org/implementation/examples/examples6_3

Enhance capacity for monitoring progress http://www.udlcenter.org/implementation/examples/examples6_4

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**Links to examples are in pink
Presentation of curriculum content in multiple ways.

Display of information (Power Points, chalkboard)http://www.udlcenter.org/implementation/examples/examples1_1

Alternatives for auditory information (listen to a book on tape) http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g1_c2

Alternatives for visual information (graphic organizers) http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g1_c3

Provide options for language, math expressions, and symbols

Clarify vocabulary and symbols http://www.udlcenter.org/implementation/examples/examples2_1

Clarify syntax and structure  http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g2_c2

Support decoding of text http://www.udlcenter.org/implementation/examples/examples2_3

Promote understandings across languages http://www.udlcenter.org/implementation/examples/examples2_4

Illustrate through multiple media http://www.udlcenter.org/implementation/examples/examples2_5

Provide options for comprehension

Activate or supply background knowledge http://www.udlcenter.org/implementation/examples/examples3_1

Highlight patterns, critical features, big ideas, and relationships http://www.udlcenter.org/implementation/examples/examples3_2

Guide information processing, visualization, and manipulation http://www.udlcenter.org/implementation/examples/examples3_3

Maximizes transfer and generalization http://www.udlcenter.org/implementation/examples/examples3_4

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To create a UDL classroom where each student can make progress and feel successful incorporate the three UDL principles.
1)  Representation
2)  Action and Expression
3) Engagement

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The curriculum should be understood by all.
Each student brings to the class their own strengths and weaknesses and needs.  The curriculum should provide learning opportunities for all.

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Student's brains contain 3 broad networks
Recognition:  The what of learning
Skills & Strategies:  The how of learning
Caring & Prioritizing:  The why of learning

Every student is different and one size does not fit all so as teachers we must make our curriculum challenging and engaging for all.

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An approach to the curriculum that minimizes barriers and maximizes learning for all students.
Design (D)
Based on architectural design. Architects design buildings to be accommodating to all.  To accommodate all users with and without disabilities.

Buildings designed this way work better for everyone