LSSL 5391 Universal Design for Learning

    The Universal Design for Learning (UDL) framework supports the needs of all students by using multiple means of engagement, representation, and action and expression.  This method boosts learning by diminishing obstacles that prevent students from achieving their goals.  The Universal Design for Learning Guidelines offer educators direction on how to help all students succeed. 

    As educators, I believe we have all used this framework in some way or another.  It is something that we must do in order to have a successful outcome.  With classrooms being so diverse, it is imperative that UDL guidelines are used in order to meet the needs of all learners.  As I read the assigned material, I realized that I have used many of the UDL guidelines in my everyday teaching.  Our district has always placed a great deal of emphasis on differentiated instruction.  It is something that administrators look for when doing their observations.  During our weekly PLC meetings, teachers are always asked to present the different ways in which the lessons will be differentiated in order to achieve the intended outcome.  We discuss the different ways we will be presenting the content, the different activities that will be offered depending on level, and the ways the students will be assessed.

    The UDL guidelines include three main areas: engagement, representation, and action and expression.  When providing means of engagement, or the “why” of learning, the end result should be a purposeful and motivated learner.  In order to accomplish  this, educators must provide interesting, valuable, and authentic lessons which begin with a goal in mind.  Providing multiple ways to engage the learner is something that is essential in any good lesson.  By providing options when “recruiting interest, sustaining the effort and persistence, and with self regulation”, the learner will be able to stay focused on the end goal and all these options will facilitate the process.  Small things such as providing feedback that is immediate and specific will ensure the learner that the educator is aware and interested in their progress.  Another area of the UDL guidelines is representation, or the “what” of learning.  This area focuses on how to provide options on perception, language and symbols, and comprehension.    The way we display information, and offering various ways of displaying it, makes a big difference.  At my school, we have always been asked to do this for every lesson.  The learner needs to have the information presented to them in a way that will positively impact their understanding. Furthermore, activating or supplying background knowledge is another guideline which is of extreme importance.   I have always been a true believer of this.  Working at a school where the majority of our student population are English Language Learners and are economically disadvantaged, I have had to somehow find the ways to “supply” on their background knowledge in order for them to make the connections needed to comprehend the information presented in the lesson.  This is a challenge when some of our students have never been out of the city or don’t know the language enough to understand what we are talking about.  This creates a barrier and restricts students from fully comprehending.  By offering the correct support, students are able to gain the knowledge needed and are able to reach the intended goal.  As a result, we will have resourceful and knowledgeable learners.  Lastly, the third area of the UDL guidelines focuses on action and expression, or the “how” of learning.  This area emphasizes how we as educators should provide multiple methods and/or tools to assure that the learners have different ways to learn and retain the content.  This should lead to strategic and goal directed learners.  Being that our district is big on technology, we always have numerous “tools” to provide the learner multiple ways of support.   

    Even though I use many of these guidelines in my lessons, I could definitely incorporate more.  As I read through the content, the area that caught my attention was that of building fluencies with graduated levels of support for practice and performance.  Ideas such as providing differentiated mentors and providing scaffolds that can be gradually released with increasing independence and skills, are excellent and could be of great benefit.  

    Additionally, while navigating through all the information provided and doing a little research myself, I found several resources which I think will provide even more information and ideas on implementing UDL not just in the classroom, but the library as well.   An article from the American Library Association provided great ideas on tasks librarians can do to ensure UDL is being incorporated in the library.  An article from Knowledge Quest, offered input on the framework as well.  It even offers videos on what UDL looks like in the classroom.

    Undoubtedly, UDL is something that is essential in every classroom and library in order to have the best learning outcome.  We as educators, and future librarians, must ensure that the guidelines are followed in each of our lessons in order to accomplish this.  

References

Posey, A., & Newcomer, B. (n.d.). Universal Design for Learning (UDL): A teacher's guide. Understood.org. Retrieved November 3, 2023, from https://www.understood.org/articles/understanding-universal-design-for-learning

Sturge, J. (2020, June 2). School Libraries and UDL in the Time of Learning from Home -. Knowledge Quest. Retrieved November 3, 2023, from https://knowledgequest.aasl.org/school-libraries-and-udl-in-the-time-of-learning-from-home/

The UDL Guidelines. (n.d.). The UDL Guidelines: UDL. Retrieved November 2, 2023, from https://udlguidelines.cast.org/