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Self paced PL: Introduction to UDL online modules

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Self paced PL: Introduction to UDL online modules

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Through these four modules you will:

understand UDL as a research-based framework that can be used to improve teaching and learning for all

understand that learner variability is predictable and can be planned for

recognise barriers to learning within the learning environment

understand the importance of choice and flexibility in designing teaching, learning and assessment materials.

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UDL challenges the notion of the 'average learner' and highlights the risk that a 'one-size-fits-all' approach to instructional design actually fits no one at all and leads to disengagement. A core feature of Universal Design for Learning (UDL) is giving ownership to the learner by providing flexibility and choice in the way they can access materials and demonstrate their knowledge. This introduction to UDL will give you insight into how you can meet the diverse needs of learners in your schools and classrooms in both an efficient and effective way.

You will also get to experience the impact of UDL firsthand as this module has been designed for you by applying the principles of UDL. We recognise that everyone who signs up for this module will vary in their background knowledge and in the way they like to interact with resources. We have intentionally built in choice and flexibility to give you control over the way you want to work through the module.

Module Objectives:

By the end of this module you will:

understand UDL as a research-based framework that can be used to improve teaching and learning for all

understand that learner variability is predictable and can be planned for

recognise barriers to learning within the learning environment

understand the importance of choice and flexibility in designing teaching, learning and assessment materials.

Structure of the module:

The module has been divided into 4 lessons each comprising a number of topics, designed for you to work through sequentially.
Lesson 1: Learner Variability

Background to UDL

What is UDL and why do we need it?

Meeting the needs of "all"

UDL and the learning brain

Lesson 2: The UDL Guidelines

Structure of the UDL guidelines

Expert learners

Separate the goal from the means

UDL and evidence-based practice

Lesson 3: Barriers in the Learning Environment Lesson 4: Design for Variability

Knowing your learners

Identifying barriers

Intentional design

UDL in practice

Test your UDL knowledge

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UDL challenges the notion of the 'average learner' and highlights the risk that a 'one-size-fits-all' approach to instructional design actually fits no one at all and leads to disengagement. A core feature of Universal Design for Learning (UDL) is giving ownership to the learner by providing flexibility and choice in the way they can access materials and demonstrate their knowledge.

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Book chapter - Sarah Humphreys and Janice Atkin

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Chapter 4_Inclusive practices in Health and Physical Education

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NESA

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We are making the NESA online experience better for you

NESA content will soon be improved and moved to a new location on the NSW Government website so it is easier to find and read.Content will be moved in stages. Users will be redirected to nsw.gov.au when content has been moved.

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Special education | NSW Education Standards

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All students are entitled to participate in and progress through the NSW curriculum. Schools need to provide adjustments to teaching, learning and assessment activities for some students with special education needs.

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inclusive practices presentation - 20201119

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Wendy Barber

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Making Physical education dynamic and inclusive for 2030

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Making Physical education dynamic and inclusive for 2030

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OECD Futures project

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Sample unit plan - Striking and fielding games

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Sample unit plan - Striking and fielding games

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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Ideas for embedding UDL guidelines and principles

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The UDL Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners. These Guidelines offer a set of concrete suggestions for applying the UDL framework to practice and help ensure that all learners can access and participate in meaningful, challenging learning opportunities. Learn more about the research evidence used to develop the Guidelines.

Organization

The UDL Guidelines are organized both horizontally and vertically. Vertically, the Guidelines are organized according to the three principles of UDL: engagement, representation, and action and expression. The principles are broken down into Guidelines, and each of these Guidelines have corresponding "checkpoints" that provide more detailed suggestions.

The Guidelines are also organized horizontally. The "access" row includes the guidelines that suggest ways to increase access to the learning goal by recruiting interest and by offering options for perception and physical action.

The "build" row includes the guidelines that suggest ways to develop effort and persistence, language and symbols, and expression and communication.

Finally, the "internalize" row includes the guidelines that suggest ways to empower learners through self-regulation, comprehension, and executive function.

Taken together, the Guidelines lead to the ultimate goal of UDL: to develop "expert learners" who are, each in their own way, resourceful and knowledgeable, strategic and goal-directed, purposeful and motivated.

Applying to Practice

The UDL Guidelines are not meant to be a "prescription" but a set of suggestions that can be applied to reduce barriers and maximize learning opportunities for all learners. They can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts.

In many cases, educators find that they are already incorporating some aspects of these guidelines into their practice; however, barriers to the learning goal may still be present. We see the Guidelines as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all.

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The UDL Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners. These Guidelines offer a set of concrete suggestions for applying the UDL framework to practice and help ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Introduction to Universal Design for Learning

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A question is essential when it:

- causes genuine and relevant inquiry into the big ideas and core content;

- provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;

- requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;

- stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;

sparks meaningful connections with prior learning and personal experiences;

- naturally recurs, creating opportunities for transfer to other situations and subjects.

Why is it important to be healthy?

This requires a rote answer - one based on facts that is “right”. In order to be an “essential question” it should require thoughtful consideration of a vital question over time. E.g. what should we eat? there is no right or wrong answer necessarily and in attempting to answer it students will need to investigate and interrogate a range of facts to come up with their response.

In short, a truly essential question is “alive.” It typically raises more questions in our attempts to answer it

Essential questions are about ideas and strategies, yet they are cast in a way that is relevant and accessible to students and adults alike. Here’s a Health example:

Which stranger should I trust? I am lost in this crowded store, and I cannot find my mom; what should I do? I need to get help from a stranger—but which one? Gee, a “trustworthy” stranger—who might that be? Oooh, but I was told to be careful and never to talk to or go with strangers. Then what do I do now? I need to ask someone. So which of these strangers can I trust—mindful of the danger? Well, someone who works for the store, in store clothes, seems like the most safe stranger.

Serious learning always involves inquiry in the face of uncertainty. We want our children to “know

what to do when they don’t know what to do,”

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Establishing a ‘big idea’ statement in collaboration with colleagues enables you to be very clear about what the learning goal is for all learners.
It challenges you to separate the means from the goal.
Once the goal is clear you can discuss all the different pathways/entry points for achieving that goal.

A big idea is...
- inclusive of all students
- distinct from the means
- is phrased in student-friendly language
- is reflective of the learning you expect to occur
- is not about grades of achievement
- not worded like an outcome
- not reflective of an particular activity

Write your own big idea:
1. Select a unit you have been teaching this term and identify the aspects of the achievement standard addressed in that unit.
2. Discuss with your colleagues what the point of that aspect of the achievement standard is for every student in the cohort:
- what will students know and be able to do?
- how does it relate to the unit/real life?
3. Write a ‘big idea’ statement for that part of the Standard.
4. Check:
- is it succinct (less than 144 characters)?
- is it clear to everyone what the learning is?
- is it achievable to all students as it stands?

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Grant Wiggins explains 'big idea'

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There is a first grade science book which, in the first lesson of the first grade, begins in an unfortunate manner to teach science, because it starts off with the wrong idea of what science is. There is a picture of a dog--a windable toy dog--and a hand comes to the winder, and then the dog is able to move. Under the last picture, it says "What makes it move?" Later on, there is a picture of a real dog and the question, "What makes it move?" Then there is a picture of a motorbike and the question, "What makes it move?" and so on.

Nobody can be a good reasoner unless by constant practice he has realized the importance of getting hold of the big ideas and of hanging onto them like grim death.
- A. N. Whitehead, 1929

What is a "big idea"?
So, we musn't equate "big idea" with a concept taught as a fact or definition. Only when we help the learner see firsthand that an idea is an inference, and one with power to provide meaning and transfer, does it become a "big idea."

The difference between a vital idea with power and a lifeless scientific notion was beautifully clarified by Nobel Physicist Richard Feynmann in discussing science instruction:
Any understanding, essential question, or transfer task is made up of a big idea; it is built out of it, in other words. So, making a question using a big idea turns into an essential question. A food chain is a big idea. "On what energy do we depend and how can we ensure access to it?" is an essential question about that big idea. While it is true that sometimes when asked to name a big idea we frame it instinctively as a question or a statement, sometimes we just express it as a phrase or word.
A true idea doesn't end thought, it activates it. It has the power to raise questions and generate learning. So, build your unit around one idea with power, an idea that helps learners make sense of otherwise isolated content and which cannot help but bring inquiry to the fore.
We first started talking about "big ideas" to help those using the UbD template who did not find it easy to come up with essential questions (and understandings). People were often inappropriately trying to come up with a factual question, such as: "What is a food chain?" So, we would say, "No, that is a factual question that is answered in the book." We would follow this up by asking them: "So, what's the big idea about the fact? What does the idea of 'food chain' help us to see or understand better?"

Our hope was that this additional step might ease the transition from focusing only on "content" to focusing on learning content for understanding. Alas, some people heard the phrase differently: they thought the phrase "big idea" was synonymous with "understanding" Or "question." Others, who had no trouble coming up with questions and understandings, then wondered if they had somehow missed something by not also coming up with big ideas. So, they would ask: "Why is there no box in the template for big ideas?"

"Big idea" doesn't have its own template box because many boxes in the template should refer directly or indirectly to big ideas. If I say "audience and purpose" that's a phrase representing a big idea in writing and reading. If I ask: "What is my purpose and who is my audience?" I am acknowledging the importance of that idea and framing it as an essential question. If I say "Great writing, like great art, is a function of utter clarity about purpose and audience," then I am proposing a specific understanding about that idea. If I ask you to write the same piece for two different audiences, I am asking you to transfer your grasp of the idea in writing. (Note, therefore, that we both may agree on the importance of "audience and purpose" as an idea but propose different "understandings" about it.)

So, what makes an idea ? An idea is if it helps us make sense of lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of knowledge. It is more like a lens for better looking than something additionally seen; more like a theme than the facts of the story.

In the language of UbD, a is a powerful intellectual tool, from which we can derive more specific and helpful understandings and facts.

I thought at first they were getting ready to tell what science was going to be about--physics, biology, chemistry--but that wasn't it. The answer was in the teacher's edition of the book: the answer I was trying to learn is that "energy makes it move."

That's only the definition of energy; it should be reversed. We might say when something can move that it has energy in it, but not what makes it move is energy. This is a very subtle [but important] difference.

Perhaps I can make the difference a little clearer this way: If you ask a child what makes the toy dog move, you should think about what an ordinary human being would answer. The answer is that you wound up the spring; it tries to unwind and pushes the gear around.

What a good way to begin a science course! Take apart the toy; see how it works. See the cleverness of the gears; see the ratchets. Learn something about the toy, the way the toy is put together, the ingenuity of people devising the ratchets and other things. [Otherwise,] suppose a student would say, "I don't think energy makes it move." Where does the discussion go from there?

I finally figured out a way to test whether you have taught an idea or you have only taught a definition.

Test it this way: you say, "Without using the new word which you have just learned, try to rephrase what you have just learned in your own language." Without using the word "energy," tell me what you know now about the dog's motion." You cannot. So you learned nothing about science.

In short, if the word is just a technical term rather than a vital approach, it isn't a big idea.

Covering facts vs. uncovering understandings: avoiding the temptation to treat all scientific ideas as facts.

But teachers often unwittingly conflate terms with ideas. In their desire to make teaching more efficient, they often treat the theory or strategy as a fact related to a definition, as in Feynmann's example. They end up turning an insightful inference into a thought-ending word. We pay for this desire to cover things ever more quickly: by treating all ideas as facts to be learned instead of inferences to be validated and analyzed through use, we unwittingly end up inhibiting meaning and transfer. Students end up just trafficking in meaningless words; science gets treated as a foreign language rather than a body of knowledge and understanding.

Let's put this issue of efficiency vs. effectiveness in terms of the learner, the novice struggling to understand. After a few days in your room as a new student, I will likely feel overwhelmed with information; I don't yet see a pattern or a mental organizer by which I can begin to make sense of all that you are teaching me and that we are reading about. I need a helpful schema, a framework, a touchstone, a guidepost, a strategy for making sense of everything I am learning. In other words, I need a framework for my new content: I need a way to order, categorize and prioritize what I am learning.

Now, suppose we ask: if you could as teacher alert the student to a key recurring idea that can make sense of the learning as well as further it, what would it be? What aphorism, imperative, and/or rules of thumb would permit the student to make more and more sense of their work and how to be successful all year in your course? That's what we're calling a big idea.

Here are some possible answers, for different subjects and grade levels:

* In history class: verify the source and determine the credibility of the source. Keep asking: Who said it? Why? How credible a statement is it? How credible is the source of the statement?
* In reading: Converse with the author. Assume the text makes sense. You will likely only understand the text if you assume it is meaningful and ask questions of it - if you 'converse' with the author.
* In evolution: keep remembering that the idea that mutations are random and that selection is "natural" means that there is no guiding purpose to life-form change. This is the part of the theory of evolution that is most controversial, not the idea of evolution per se.
* In writing: keep asking - Who is my audience? What is it I want them to see, think, feel, or do?

What modern theories of human learning and understanding tell us is that the learner has to be helped to "construct" understandings, not just be told them. No meaning and no transfer occur if "useful theory" is reduced to fact - even though teaching thereby becomes more efficient. The distinction between "knowledge" and "understanding" (or, if you like, "facts" and "genuine ideas") is not merely semantic. We slowly come to an understanding, as a result of using facts and ideas to make sense of things. (Facts are apprehended, ideas are comprehended, in Dewey's original formulation). "Teaching" an understanding is as counter-productive as "teaching" someone to be honest. Learners have to see the power of honesty and the unforeseen consequences of dishonesty before they can truly commit to honesty as a value.

The real harm of stressing that ideas are merely words, phrases, and statements with technical meaning (instead of the power they represent) is that such teaching tends to end thought rather than further it. Rather, a big idea is alive. We develop understanding by extending and challenging understanding. A big idea reaches out, it pushes against boundaries, it asks us to possibly rethink other things we thought we knew. It raises questions and problems - and thus, generates new ideas. We see new connections and we initiate inquiries to validate or critique the idea. A big idea activates thought and permits transfer - and, thus creativity. "Coverage" of an idea, by contrast, kills it: our job is not to think with ideas but just learn stuff. The best teaching does the opposite. It brings seemingly inert content to life. And in science it reminds us that today's Big Idea is potentially tomorrow's discredited notion. This is key to empowering the student: there will always be room for new ideas in any authentic teaching of science as fallible theorizing.

The article Jay McTighe and I recently wrote for Educational Leadership called 'Put Understanding First' makes the point in a different way: both teachers and students need to understand that there are three different educational goals always at play: Acquisition, meaning-making, and transfer or prior learning. Here is a brief excerpt from the article (which was in the May 2008 issue, on High School Reform):

An idea is "big" if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It's like the picture that connects the dots or a simple rule of thumb in a complex field. For example: "the water cycle" is a big idea for connecting seemingly discrete and one-way events (the water seems to just disappear as it evaporates). "The heroic cycle" enables us to comprehend literature from many places, cultures, and times. "Measure twice, cut once" is a profound reminder about how to avoid heartache and inefficiency in building anything.

A big idea is thus a way of seeing better and working smarter, not just a vague notion or another piece of knowledge. It is more like a lens for looking than another object seen; more like a theme than the details of a narrative; more like an active strategy in your favorite sport or reading than a specific skill. It is a theory, not a detail.

If an idea is "big" it helps us make sense of things. So, an idea is not "big" merely because it categorizes a lot of content. "Change," "relationships," and "number system" certainly encompass an enormous amount of knowledge and understanding, but these concepts don't contain much insight or direction beyond their definition. They aren't particularly powerful or illuminating on their own as concepts. On the other hand, "For every action there is an equal reaction" is a powerful idea about change: we can use it to study, organize, make sense of phenomena, and predict changes in motion. So, too, is the idea that "blood is thicker than water" powerful for understanding many relationships in societies and throughout history - and, perhaps for understanding a few puzzling decisions made by our family members!

A genuine idea is thus not a "mere" idea. It is not abstract in the bad sense, it is concrete; it is a useful theory; it has real impact. For example, consider a detective trying to make sense of many puzzling clues whose meaning and relationship are unclear. Any theory as to "whodunit" will relate to motive. A good detective has some big ideas about motive to bring meaning to what might otherwise seem like odd, isolated, and unique little facts to the rest of us. The "big idea" (whether it is "Look for love triangles" or "Follow the money") is thus quite practical: it helps distinguish clues from unimportant facts, and shows the way toward more facts - and a persuasive narrative.

Similarly, in literacy or history teaching, the important "themes" are big ideas. Why? Because - if used properly - they provide learners with mental schemas or templates that help make sense of all the details of texts that threaten to overwhelm inexperienced readers. If I am alerted to "the heroic quest," or "the American Dream" I can read and think with more control and insight.

In science, the most illuminating hypotheses are the big ideas of science. So, the idea that we are all part of a "food chain" of living and nonliving things is big because it links seemingly different (and isolated) animals and plant matter into a bigger comprehensible "ecosystem" of energy exchange. We then see the role of predators, garbage, and our relationship to nature in a completely new and helpful way than before. Newton's laws of motion are three of the biggest ideas ever posed: suddenly, thousands of seemingly unrelated facts and phenomena - spoons dropping, the tides, the moon's orbit - had not only a meaningful explanation but could be seen as part of a huge coherent system with endless predictive and connective power.

In short: think of "big" as "powerful" not as a large abstract category.

a powerful idea vs. a mere abstraction

John Dewey - as we might expect - articulated the notion of a useful idea long ago. He often wrote to describe the difference between a "genuine" idea and an idea treated as a "fact":

Ideas are not then genuine ideas unless they are tools in a reflective examination which tends to solve a problem. Suppose it is a question of having the pupil grasp the idea of the sphericity of the earth. This is different from teaching him its sphericity as a fact. He may be shown (or reminded of) a ball or a globe, and be told that the earth is round like those things; he may then be made to repeat that statement day after day till the shape of the earth and the shape of the ball are welded together in his mind. But he has not thereby acquired any idea of the earth's sphericity; at most, he has had a certain image of a sphere and has finally managed to image the earth after the analogy of his ball image. To grasp sphericity as an idea, the pupil must first have realized certain perplexities or confusing features in observed facts and have had the idea of spherical shape suggested to him as a possible way of accounting for the phenomena in question. Only by use as a method of interpreting data so as to give them fuller meaning does sphericity become a genuine idea. There may be a vivid image and no idea; or there may be a fleeting, obscure image and yet an idea, if that image performs the function of instigating and directing the observation and relation of facts.

To better explain what curriculum needs to be, we think it is helpful to distinguish what are in fact three different yet interrelated academic goals of high school -- students should be helped to: 1) acquire important information and skills, 2) make meaning of that content (i.e., come to understand important ideas), and 3) transfer their learning to new situations, effectively. In this paper, we will refer to these three key learning goals as A-M-T. Acquisition is a means; meaning making and transfer are the ends.

The categories should seem intuitively sound. A fact is a fact; a skill is a skill. We acquire each in turn. To ask, however: What do these facts imply? Or: When would I use this skill (or not)? is to ask what those facts and skills mean. A third question can also be asked: How should I apply my prior facts, skills, and ideas effectively in this particular situation? This question is about transfer. I must take what I have previously acquired and understood, and see how it can best be used in a particular and novel situation. Thus, when we speak of "learning for understanding," we really are referring to two different long-term aims: meaning making and transfer, utilizing previously acquired knowledge and skills - our short-term goal.

While such a classification scheme is not new or radical (see Dewey, 1933 ; Bloom, 1956 ; Marzano, et. al. 1992 ), the distinctions are real - and critical to intelligent planning, purposeful instruction, and valid assessment. Put simply: if you want understanding and transfer, you have to design backward from it.

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Authentic Education - What is a Big Idea?

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There is a first grade science book which, in the first lesson of the first grade, begins in an unfortunate manner to teach science, because it starts off with the wrong idea of what science is. There is a picture of a dog--a windable toy dog--and a hand comes to the winder, and then the dog is able to move.

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A ‘big idea’ is a statement that provides high level direction for a unit of work. Read Grant Wiggins explanation of the 'big idea'.

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Inclusive education resources

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Inclusive Education: It's not more work, it's different work!

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What revisions can we make to ensure this unit caters for the range of learner variability in our classes?

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The learning intention  is a statement for a lesson or series of lessons which describes clearly what the teacher wants the students to know, understand and be able to do as a result of the learning and teaching activities.

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This Professional Learning module focuses on the importance of making explicit for students what they are going to learn. The learning intention (or objective) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to

as a result of the learning and teaching activities.

The teacher knows why the students are engaged in a particular activity, but the students are not always able to differentiate between the activity and the learning that it is meant to promote. A carefully framed learning intention will direct students' attention to the learning. The learning intention emphasises what the students will learn, rather than what they will do.

The teacher shares this learning intention with her students, either orally or in writing. Sometimes the learning intention is written on the board and shared with students at the beginning of a lesson or unit. At other times it is not mentioned until after the engagement activity.

The learning intention could also be called the learning objective or goal. The terminology is not important, but the purpose certainly is.

The following links explore learning intentions in more detail.

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This Professional Learning module focuses on the importance of making explicit for students what they are going to learn. The learning intention (or objective) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to as a result of the learning and teaching activities.

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Shelley Moore

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Shelley Moore: Transforming Inclusive Education

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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What does learner variability look like in PE?

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Tackling disability discrimination in sport

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Tackling disability discrimination in sport

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Human Rights Commission

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Disability Rights: Inclusion and Sport • Health and Physical Education, Years 7 and 8

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Disability Rights: Inclusion and Sport • Health and Physical Education, Years 7 and 8

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Human Rights Commission

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UDL-IRN and GouldEvans

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Resources and ideas

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For all of our recognized and official sports, find coaching guides, development models, photos and videos and other related materials. You can also find information on locally popular sports in the mix.

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For all of our recognized and official sports, find coaching guides, development models, photos and videos and other related materials. You can also find information on locally popular sports in the mix.

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Australian Sports Commission

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Australian Government - Australian Sports Commission