Universal Design for Learning
Universal Design for Learning is all about teachers meeting curriculum goals for each student, regardless of how diverse the group is. Each person learns uniquely; therefore, the curriculum needs to be designed to meet their uniqueness. As teachers and librarians, we need to provide unique learning opportunities for each student and provide them with various ways to represent their learning.
Principle I. Provide Multiple Means of Representation
Guideline 1: Provide options for perception
Something I am doing with my students now:
- Checkpoint 1.1 – Offer ways of customizing the display of information
- Checkpoint 1.3 - Offer alternatives for visual information
Something I can implement right away:
- Checkpoint 1.2 - Offer alternatives for auditory information
Guideline 2: Provide options for language, mathematical expressions, and symbols
Something I am doing with my students now:
- Checkpoint 2.1 - Clarify vocabulary and symbols
- Checkpoint 2.2 - Clarify syntax and structure
- Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols
- Checkpoint 2.5 - Illustrate through multiple media
- Checkpoint 2.4 - Promote understanding across languages
Guideline 3: Provide options for comprehension
Something I am doing with my students now:
- Checkpoint 3.1 - Activate or supply background knowledge
- Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships
Something I can implement right away:
- checkpoint 3.4 - Maximize transfer and generalization
Looks great but could use some help implementing:
- Checkpoint 3.3 - Guide information processing, visualization, and manipulation
Guideline 4: Provide options for physical action
Something I am doing with my students now:
- Checkpoint 4.1 - Vary the methods for response and navigation
Looks great but could use some help implementing:
- Checkpoint 4.2 - Optimize access to tools and assistive technologies
Something I am doing with my students now:
- Checkpoint 5.1 - Use multiple media for communication
- Checkpoint 5.2 - Use multiple tools for construction and composition
- Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance
Guideline 6: Provide options for executive functions
Something I am doing with my students now:
- Checkpoint 6.1 - Guide appropriate goal-setting
- Checkpoint 6.2 - Support planning and strategy development
- Checkpoint 6.3 - Facilitate managing information and resources
- Checkpoint 6.4 - Enhance capacity for monitoring progress
Guideline 7: Provide options for recruiting interest
Something I am doing with my students now:
- Checkpoint 7.1 - Optimize individual choice and autonomy
- Checkpoint 7.2 - Optimize relevance, value, and authenticity
- Checkpoint 7.3 - Minimize threats and distractions
Something I am doing with my students now:
- Checkpoint 8.1 - Heighten salience of goals and objectives
- Checkpoint 8.2 - Vary demands and resources to optimize challenge
- Checkpoint 8.3 - Foster collaboration and community
- Checkpoint 8.4 - Increase mastery-oriented feedback
Something I am doing with my students now:
- Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation
- Checkpoint 9.2 - Facilitate personal coping skills and strategies
- Checkpoint 9.3 - Develop self-assessment and reflection
I have been out of a classroom for several years. So I decided to reflect on what I do in the library and when I collaborate with teachers. I surprised myself because the checklist attached to UDL is quite long and in-depth, but we already work to include these checkpoints in the natural ways of teaching and designing lessons. The area of growth and improvement for implementing UDL guidelines comes from the technology standpoint. I have learned so much through my Digital Technology course at SHSU that I believe with a little time and guidance, I can implement some of the checkpoints more often.
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