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The Difference Between UDL and Traditional Education

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The Difference Between UDL and Traditional Education

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Universal Design for Learning (UDL) is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. While some teachers in traditional schools may use UDL principles and practices on their own, traditional and UDL approaches to education are very different.

This chart, created with the help of the CAST, highlights some of the differences between traditional classrooms and UDL classrooms. CAST, an Understood founding partner, developed the UDL framework.

In the traditional classroom

In the UDL classroom

Teaching focuses on what is taught.

The primary focus is on teaching the subject matter students need to learn. Lessons are designed and taught with a "typical" student in mind.

That often means the teacher will present the material in one way for the entire class.

A lesson on the Civil War, for instance, might involve the teacher lecturing the class and writing facts and dates on the board.

Teaching focuses on both what is taught and how.

The primary focus is on finding ways to teach the material to the many types of learners in a classroom. Teachers plan lessons to address a wide range of needs and strengths. There's no "typical" student.

The teacher will present the material in a variety of ways. A lesson on the Civil War might include a traditional lecture. But there might also be a video for students to watch or an online class forum for discussion. There might even be a board game that students play to understand the history of the war.

Accommodations are for specific students.

Accommodations are only for students with an IEP or a 504 plan, the goal being to help these students learn the same material as their classmates.

For instance, a student with accommodations listed in an IEP or 504 plan might get an alternate format for a book, like an audiobook. But alternate formats aren't available to the whole class.

Accommodations are for all students.

The accommodations some kids might get in their IEPs and 504 plans are available to all students. The idea behind this is that all kids may benefit from multiple formats. Some say, too, that providing accommodations for all can reduce stigma students may feel about using accommodations.

For instance, if a lesson relies on a book, the book will be available to the entire class in multiple forms. That includes text-to-speech, Braille, digital text and large print.

The teacher decides how the material is taught.

The teacher teaches in one way for the whole class, and all students are expected to learn in that way.

The teacher works with the student to decide how the student will learn the material.

Teachers and students work together to set individual learning goals. Each student gets to make choices about how to accomplish personal goals. The aim to is to have the student understand how she learns and become an "expert learner."

The classroom has a fixed setup.

It looks like a traditional classroom-desks lined up in rows or grouped in pods. The teacher stands in front and teaches to the whole class at once.

The classroom has a flexible setup.

The room is laid out with different spaces for different kinds of work-quiet, individual work, small and large group work, and group instruction. Teaching is flexible, depending on the lesson and student needs. The teacher moves around from space to space, helping students as they work.

There's one way for a student to complete an assignment.

There's usually only one way for a student to show what he knows.

For instance, a book report might be assigned only as a written essay.

There are multiple ways to complete an assignment.

There are many options for students to show what they know, because students have different strengths in how they express themselves.

For example, students can choose the format for their book report, such as a video, slideshow presentation or essay.

Grades are used to measure performance.

Students get periodic feedback on how they're doing through tests, quizzes, projects and assignments. But grades typically aren't used as part of an ongoing discussion about goals and learning.

Grades are used to reinforce goals.

Students get continuous feedback on how they're doing. They're encouraged to reflect on their learning and whether they met lesson goals. Grades feed into that discussion.

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The Difference Between Universal Design for Learning (UDL) and Traditional Education

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Universal Design for Learning (UDL) is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. While some teachers in traditional schools may use UDL principles and practices on their own, traditional and UDL approaches to education are very different.

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The Importance of Universal Design for Learning

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The Importance of Universal Design for Learning

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When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework? Until recently, there has been comparatively little focus on the role of the curriculum in these struggles. Thanks to work by Harvard Graduate School of Education Lecturer David Rose, the chief education officer of the Center for Applied Special Technology (CAST), researchers and educators alike are now examining how the curriculum, not the student, may be disabled, and how curriculum disabilities can be overcome.

The idea of curriculum disability arose when Rose was working with other neuropsychologists at the North Shore Children's Hospital (near Boston) to evaluate children who were performing poorly in school. Rose and his colleagues often felt discouraged, because their recommendations offered teachers little practical guidance to help their students. Eventually Rose formed a group to see what might make the reports more useful - leading to the creation of CAST.

UDL is the recognition that a standardized learning environment is no longer productive; it is vital - and, with today's technology, possible - to acknowledge differences among students.

CAST researchers gradually realized that the core issue was frequently not students' learning problems; instead, the problem lay with the curriculum. Instead of fixing the students, time would be better spent fixing the curriculum. This insight sparked a new goal: eliminating barriers in the design of the learning environment. To fix the problem, Rose proposed the idea of a Universal Design for Learning (UDL), which promotes supporting every child in the classroom.

Defining principles of Universal Design

To implement this goal of UDL, CAST has defined and adopted three main principles:

1. Multiple means of representation, to give learners various ways of acquiring information and knowledge.

2. Multiple means of expression, to provide learners alternatives for demonstrating what they know.

3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

These UDL principles are applicable to every student in the classroom, according to Rose, because there is a fundamental mismatch between today's student population and the curriculum: While diversity is now the norm of classrooms across the country, the curriculum remains standardized. The uniformity of the school environment - a leftover factory system from the Industrial Revolution - means that students all receive standardized textbooks, learn from standardized course plans, and sit at standardized desks, despite individual differences. UDL is the recognition that this kind of environment is no longer a productive one; it is vital - and, with today's technology, possible - to acknowledge the differences among students.

Research by Rose and others has uncovered three key insights that explain why multiple representations are essential in the classroom. First, developmental studies have revealed the unmistakable diversity in our nervous systems; that is, the nervous system "wires up" differently for each person. Second, a person's nervous system does not approach all learning tasks in the same way; rather, it assesses the task and how much experience the individual has had with the task, and adjusts its resources and strategies accordingly. There is no single style of learning, even for the same person; students' levels of expertise on different problems will influence how they tackle each one. Finally, research has demonstrated the importance of emotion to learning. The nervous system can easily gauge how valuable a certain experience may be, and the differences in students' responses to a lesson depend on varying levels of motivation. In short, everyone is different, and that means a standardized school system will only work for some - perhaps only for a few.

Using technology to support access and ability

Operating under the principles of UDL, Rose and his CAST colleagues have created a variety of technology programs designed to bolster students' abilities and motivation. CAST products assist students by embedding content in varying ways, and by enabling parents and teachers to create new, customized learning materials.

WiggleWorks, for example, produced and distributed by Scholastic, is a software program that contains children's books with many built-in tools and activities to support the reading and writing process. Book Builder, available online, allows teachers and parents to design story books with similar kinds of supports.

Although technology is undoubtedly a useful tool in the classroom, Rose emphasizes, it is not essential to carrying out UDL principles. UDL refers primarily to how information should be represented in the classroom. For instance, there are many ways to understand Shakespeare: teachers can lecture about the Bard's plays, have students read the plays on their own, ask students to read scenes aloud to the whole class, or help the class put together a performance. The key question that a teacher following UDL principles should ask is: How do I present this information so that kids will really understand, and learn how to show me what they have understood?
Additional information about Universal Design for Learning, including guiding principles and a self-checklist for curriculum developers, is available on the CAST website.

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The Importance of Universal Design for Learning

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When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework?

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Your first step towards a UDL-designed classroom: change how you think about barriers

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Your first step towards a UDL-designed classroom: change how you think about barriers

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Happy Tuesday, #TeamInclusion! I have a guest post today that co-teachers and UDL advocates will want to read and share. It's by Dr. Deborah Taub, a UDL/inclusive ed expert and the Director of Research and Programs at Keystone Assessment. Through some short but powerful vignettes, she shows us what's possible when co-teachers embrace UDL principles while planning instruction for students with special needs.

After you read this, tell us your experience: Does instructional planning in your school sound more like the first or second example? What are your barriers, if any, to adopting the planning approach Mrs. Summers and Mr. Harris took? What resources can we develop to help you? Read on, and then share your thoughts in the comments below!

***

There are often two questions about Universal Design for Learning (UDL) that I hear when training:

1. Why would I do this? It is no different from differentiated instruction, and

2. How in the world would I do this? It is huge!

Two quick vignettes of teachers planning for instruction illustrate the answer to both questions.

Ms. Jacobs and Mr. Snyder are planning instruction for Dawn, a student with complex instructional needs who is included in Ms. Jacobs' English class.

Ms. Jacobs: We are reading The Giver for the next couple of weeks. The students will be creating a timeline of a historical event and examining how it connects to their lives as a part of the social studies curriculum.

Mr. Snyder: Dawn can't read, so I don't think The Giver is going to be possible for her. And the subject matter doesn't really connect to her daily life so maybe I'll give her an adapted copy of Wilfred Gordon McDonald Partridge instead. It also deals with the importance of memories and forgetting and it is written at a second grade reading level so it should be easier to understand than The Giver.

Ms. Jacobs: Oh, that is a great idea. And maybe her timeline could be sequencing from her daily schedule instead of from history?

Now compare these teachers to Mrs. Summers and Mr. Harris, who are also planning for a student with complex instructional needs included in Mrs. Summers' English class.

Mrs. Summers: We are working on the themes and ideas in The Giver. The students will be creating a timeline of a historical event and examining how it connects to their lives as a part of the social studies curriculum.

Mr. Harris: I love that book-but it can be a bit of a barrier for some of our students unless we pair it with some accessibility supports. We can easily get some adapted versions of The Giver and maybe offer students the opportunity to partner read or use their online text readers.

Mrs. Summers: Yes, that makes sense. We may want to highlight key words or pictures to summarize the main points for some of our students who will still need additional help. And while we are at it, let's think about how to make it a bit more engaging for some of our students...maybe we can start with timelines related to their own lives and then move from there to historical events that shaped their world instead of from a historical event to themselves. It can go both ways.

Mr. Harris: Plus we could use some online timeline creation tools, pictures, or text-based timelines to provide students with lots of ways to engage with the timeline and get interested in the task.

The difference between these two conversations is subtle, but it illustrates one of the key ways differentiated instruction and UDL differ-as well as one of the biggest leaps teachers need to make if they are going to move to UDL-designed curriculum, instruction, and assessment. The biggest difference (and the most vital change teachers need to make to move to UDL-designed curriculum, instruction, materials, and assessment) is moving from the idea that the student is what creates barriers to learning to the idea that the curriculum, instruction, materials, and assessment create the barriers. And, while the conversations above may seem only minutely different, the belief that the student has the potential to access and make progress toward any goal significantly changes the way teachers approach planning, instruction, and assessment.

Consider the classic study by Rosenthal and Jacobsen (1968) that examined how student performance and teacher expectations were tied together. They found that "when we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur" (Rosenthal and Babad, 1985). Our instructional decisions are based on our expectations, even if we are not necessarily consciously aware of them.

When we work from the premise that the barrier is within the student, then our job as educators is to fix the student so he can access instruction and materials. This belief sets up limits for all the things a school system can't change about a student: missing limbs, intellectual disabilities, an impoverished home, language and cultural differences, etc. When we work from the premise that barriers are within the instruction and materials, then our job as educators is to change instruction and materials to remove and reduce those barriers. We, as educators and school systems have control over those things.

This doesn't mean it isn't difficult. Looking at creating a UDL classroom may seem absolutely overwhelming. Consider the CAST website for their curriculum self-check: it is HUGE. There are so many things to think about. And then, on top of that, for students with complex learning needs you are still probably going to need to add some individualized supports on top of the universally designed curriculum, like Mrs. Summers and Mr. Harris did when they added summarized text or pictures to represent key concepts and ideas from the full text. Conceptualizing the barrier as being within the curriculum, instruction and materials rather than the student may seem overwhelming for what initially seems like a tiny difference in how these two sets of teachers plan and teach. In my experience though, it is that single key difference that helps create a UDL classroom. It is that single key difference that improves students' opportunities to learn and sets up systems that improve student performance. In addition, it is that key difference that sets the stage for inclusive practices. So, if you want to build an inclusive classroom, the biggest step you can take is to change how you think about barriers.

Want to hear more from Deborah Taub? Be sure to check out this podcast she did on alternate assessment over at Think Inclusive, and this post on leaving behind the notion of inclusion as a place.

More on presuming the competence of all learners: "Presuming Competence: What It Is, What It Looks Like"

Deborah Taub is Director of Research and Programs at Keystone Assessment, where she provides research and professional development assistance for states, territories, and other entities working to develop and sustain best practice. She has assisted states in building and evaluating systemic programs, especially around issues of inclusive practice for students with complex instructional needs, such as those with low incidence disabilities or who are dually identified as having a disability and ELL. Dr. Taub has designed, implemented, and evaluated alternate assessments for students with significant cognitive disabilities, developed UDL and standards-based curricula and instruction, and conducted validity and alignment evaluations. She's an advisory member of National Center for Universal Design for Learning's UDL Taskforce, and a member of the TASH Inclusive Education Committee and the Council for Exceptional Children's CCSS Advisory Group.

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Your first step toward a UDL-designed classroom: Change how you think about barriers (Guest post) - Brookes Blog

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Happy Tuesday, #TeamInclusion! I have a guest post today that co-teachers and UDL advocates will want to read and share. It's by Dr. Deborah Taub, a UDL/inclusive ed expert and the Director of Research and Programs at Keystone Assessment. Through some short but powerful vignettes, she shows us what's possible when co-teachers embrace UDL principles [...]

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A popular theory that some people learn better visually or aurally keeps getting debunked.

In the early '90s, a New Zealand man named Neil Fleming decided to sort through something that had puzzled him during his time monitoring classrooms as a school inspector. In the course of watching 9,000 different classes, he noticed that only some teachers were able to reach each and every one of their students. What were they doing differently?

Fleming zeroed in on how it is that people like to be presented information. For example, when asking for directions, do you prefer to be told where to go or to have a map sketched for you?

Today, 16 questions like this comprise the VARK questionnaire that Fleming developed to determine someone's "learning style." VARK, which stands for "visual, aural, read/write, and kinesthetic," sorts students into those who learn best visually, through aural or heard information, through reading, or through "kinesthetic" experiences. ("I learned much later that vark is Dutch for "pig," Fleming wrote later, "and I could not get a website called vark.com because a pet shop in Pennsylvania used it for selling aardvarks-earth pigs!")

He wasn't the first to suggest that people have different "learning styles"-past theories included the reading-less "VAK" and something involving "convergers" and "assimilators"-but VARK became one of the most prominent models out there.

Experts aren't sure how the concept spread, but it might have had something to do with the self-esteem movement of the late '80s and early '90s. Everyone was special-so everyone must have a special learning style too. Teachers told students about it in grade school. "Teachers like to think that they can reach every student, even struggling students, just by tailoring their instruction to match each student's preferred learning format," says Abby Knoll, a Ph.D. student at Central Michigan University who has studied learning styles. (Students, meanwhile, like to blame their scholastic failures on their teacher's failure to align their teaching style with the student's learning style.)

Either way, "by the time we get students at college," says Polly Husmann, a professor at Indiana University, "they've already been told, 'You're a visual learner.' Or aural, or what have you."

The thing is, they're not. Or at least, a lot of evidence suggests that people aren't really one certain kind of learner or another. In a study published last month in the journal Anatomical Sciences Education, Husmann and her colleagues had hundreds of students take the VARK questionnaire to determine what kind of learner they supposedly were. The survey then gave them some study strategies that seem like they would correlate with that learning style. Husmann found that not only did students not study in ways that seemed to reflect their learning style, but those who did tailor their studying to suit their style didn't do any better on their tests.

Husmann thinks that the students had fallen into certain study habits, which, once formed, were too hard to break. Students seemed to be interested in their learning styles, but not enough to actually change their studying behavior based on them. And even if they had, it wouldn't have mattered.

"I think as a purely reflective exercise, just to get you thinking about your study habits, [VARK] might have a benefit," Husmann says. "But the way we've been categorizing these learning styles doesn't seem to hold up."

Another study published last year in the British Journal of Psychology found that students who preferred learning visually thought they would remember pictures better, and those who preferred learning verbally thought they'd remember words better. But those preferences had no correlation to which they actually remembered better later on-words or pictures. Essentially, all the "learning style" meant, in this case, was that the subjects liked words or pictures better, not that words or pictures worked better for their memories.

In other words, "there's evidence that people do try to treat tasks in accordance with what they believe to be their learning style, but it doesn't help them," Daniel Willingham, a psychologist at the University of Virginia, told me. In 2015, he reviewed the literature on learning styles and concluded that "learning styles theories have not panned out."

That same year, a Journal of Educational Psychology paper found no relationship between the study subjects' learning-style preference (visual or auditory) and their performance on reading- or listening-comprehension tests. Instead, the visual learners performed best on all kinds of tests. Therefore, the authors concluded, teachers should stop trying to gear some lessons toward "auditory learners." "Educators may actually be doing a disservice to auditory learners by continually accommodating their auditory learning style," the researchers wrote, "rather than focusing on strengthening their visual word skills."

In our conversation, Willingham brought up another study, published in 2009, in which people who said that they liked to think visually or verbally really did try to think that way: Self-proclaimed visualizers tried to create an image, and self-proclaimed verbalizers tried to form words. But, there was a rub, he said: "If you're a visualizer and I give you pictures, you don't remember pictures any better than anyone who says they're a verbalizer."

This doesn't mean everyone is equally good at every skill, of course. Really, Willingham said, people have different abilities, not styles. Some people read better than others; some people hear worse than others. But most of the tasks that we encounter are really suited to only one type of learning. You can't visualize a perfect French accent, for example.

The VARK questionnaire itself illustrates this problem pretty well. One question, for example, asks:

You are planning a vacation for a group. You want some feedback from them about the plan. You would:

describe some of the highlights they will experience.

use a map to show them the places.

give them a copy of the printed itinerary.

phone, text, or email them.

But of course, any friend-having human in 2018 would email their friends to coordinate group travel, whether or not that email includes the first three elements. (Another question asks, sweetly, "You are helping someone who wants to go to the airport" and suggests different ways of giving directions, along with the option to simply "go with her." It depends on the "her" in question, one would assume!)

The "learning styles" idea has snowballed- as late as 2014, more than 90 percent of teachers in various countries believed it. The concept is intuitively appealing, promising to reveal secret brain processes with just a few questions. Strangely, most research on learning styles starts out with a positive portrayal of the theory-before showing it doesn't work.

Willingham goes so far as to say that people should stop thinking of themselves as visual, verbal, or some other kind of learner. "It's not like anything terrible is going to happen to you [if you do buy into learning styles]," he said, but there's not any benefit to it, either. "Everyone is able to think in words; everyone is able to think in mental images. It's much better to think of everyone having a toolbox of ways to think, and think to yourself, which tool is best?"

Husmann says that the most important thing, for anyone looking to learn something new, is to really focus on the material-that's what the most successful students from her study did. Rather than, say, plopping some flash cards in your lap ... "but I'm really watching the football game," she says.

Fleming did not return a request for comment by press time, but his own papers seem to warn against getting too carried away by VARK. "I sometimes believe that students and teachers invest more belief in VARK than it warrants," he wrote in 2006. "You can like something, but be good at it or not good at it ... VARK tells you about how you like to communicate. It tells you nothing about the quality of that communication."

In other words, it might help you learn about yourself, but it might not help you learn.

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A popular theory that some people learn better visually or aurally keeps getting debunked.

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Goal of UDL: to build purposeful & motivated, resourceful & knowledgeable, and strategic & goal-directed learners

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Goal of UDL: to build purposeful & motivated, resourceful & knowledgeable, and strategic & goal-directed learners

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This post is part of our Fair Is Not A lways Equal blog series. Stay tuned for more posts in the series!

When I put out the call for UDL and inclusion success stories a few months ago, I never dreamed we'd get such a passionate response from the online community. So many of you have taken the time to craft your experiences into stories that all of us can learn from, and it is capital-A AWESOME. Thank you so much, and please keep the wonderful stories coming!

Today I'm honored to present an excellent guest post by UDL facilitator Joni Degner. Here, she tells the compelling story of how her experience with one student, Jacob, helped open her eyes to the power and potential of UDL.

***

As a secondary English teacher, I had been told over and over again, "You can't save 'em all." I never really wanted to save anyone, but I hated the shame that came with a student walking out on the last day of class the same kid who walked in the first day-you know, the one who is completely unaffected by your presence and the experience of being in your class. And yet, it happened. It happened every year. One kid, or worse, several kids, or worse yet, several kids in several classes who I didn't reach. What could possibly be more disempowering?

When my school district first started talking about UDL, I knew it was something I wanted to know more about. I had always been an early adopter, and I liked the order and flexibility of the UDL framework right away. Our teachers all received the book Universal Design for Learning in the Classroom by Anne Meyer and David Rose. We talked in passing conversation about multiple means of engagement, representation, and expression, and soon those conversations were taking place not just in the teacher workroom, but also across the table at pre- and post-evaluation conferences. Turning theory into practice is no easy task, and fundamentally re-imagining your classroom is intimidating, but one thing that this profession demands in short order is student outcomes.

I had a student in one of my freshman English classes that I could never figure out. I used the term civil nuisance when I puzzled over him with my colleagues. Jacob was a nice kid, not really a great student, but a nice kid. He always came to class, and he always sat near the front. He always said good morning, and we always acknowledged one another in the hallway with a smile, but I was completely bothered by the fact that he never brought any materials to class with him. No book, no backpack, nothing except a short pencil he kept in his pocket. I was also bothered by the fact that he never turned in any work that required effort outside of class. Bothered is probably an understatement; my professional ego was initially highly offended. This was English class, after all. I had been accustomed to teaching AP courses where most of my students were hyper-prepared on most days, and strategically compliant on their worst days. Regular freshman English courses were a new experience. Jacob completed work in class and did okay, but I knew that was pure compliance. He was just doing whatever was on the agenda for class that day. He didn't give me much output. I wasn't reaching him, and I couldn't begin to improve his outcome with so little output.

I don't think I'm wrong in saying that most teachers accumulate a mental list of students they never reach. Their faces become part of an ever-present tapestry of guilt and professional short-coming. I was starting to see Jacob's face among those faces, but I knew it wasn't too late. He was still in my class, after all. With some hesitation, I started piecing through the parts of the UDL framework I thought I could easily implement.

Several teachers in my department were talking about choice boards and multiple means of expression. Late in the school year, my freshman classes read To Kill a Mockingbird. I hated the monotony of read-> discuss-> quiz-> repeat. My students did too. I needed to know they had read the assigned chapters, but after digging into the UDL book and listening to my colleagues buzzing about choice boards, I decided to give my students some options for expression. They could write a good old-fashioned summary, take a short quiz, draw a storyboard, create a postcard, or give a short book talk.

Something amazing happened. Jacob chose the storyboard, and he completed it. He took the assignment home, worked on it outside of class, and brought it back completed. Not just completed. Beyond completed. As it turned out, Jacob was a very talented artist. His drawings weren't just good, they were stunning, and they were representations of thorough understandings of events and characters from the assigned chapters. I took one look at his drawings and knew that this was a kid who had been paying attention. The problem for Jacob was that I had never asked him to tell me what he knew in a way he could tell me. Jacob's talents were rare and would no doubt be valued in the real world, but nothing in my curriculum or instruction had ever told Jacob that his talents were valued in the academic world that we shared. It was as if until now, he was carrying a currency that wasn't accepted in my learning environment.

That's all it took for me. One positive outcome with one seemingly impossible student. Believe it or not, that assignment changed everything between me and Jacob. Actually, it changed everything between me and every student I'd had or would have in the future. The UDL framework quickly became the currency converter for my learning environment where every student's talent and potential was accepted and where every student could feel safe investing, leaving us all richer.

***

Thanks to Joni for being here today and sharing this story. Can you relate to her 'eureka' moment? Have you had a similar UDL epiphany with a student like Jacob-or an entire class?

If you have a UDL story, too, we'd love to hear it. You can Submit a Story right here, or send yours to jlillis AT brookespublishing DOT com.

READ ANOTHER UDL SUCCESS STORY

"Believing is Seeing": UDL facilitator Stephanie Craig shares success factors, tips, and photos from her experience helping a fourth-grade teacher embrace the UDL framework in her classroom.

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The UDL Investment: Guest Post by Joni Degner

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This post is part of our Fair Is Not A lways Equal blog series. Stay tuned for more posts in the series! When I put out the call for UDL and inclusion success stories a few months ago, I never dreamed we'd get such a passionate response from the online community.