Universal Design Learning Explained
As education evolves and scientists and teachers search for optimum ways to educate children and adults, the focus has shifted toward the learner. Rather than finding innovative ways to present information and impart knowledge, teachers are now placing individual learners at the centre using the universal design learning framework. Universal design learning explained sees educators meet each student at their unique starting point with individual capabilities, perspectives, and learning abilities.
In the classroom, UDL translates into vibrant teaching whereby educators present materials in manifold ways to ensure each learner engages and absorbs what has been imparted. UDL also endeavours to have students take ownership of the learning processes and co-create optimum learning paths.
Universal Design Learning is a learning framework originating at the Harvard Graduate School of Education and the Center for Applied Special Technology (CAST) in the 1990s. David H. Rose, Ed.D. conceptualised it and from the outset, he called for curricula to deliver the following:
- Multiple means of engagement, sparking learners’ interests, presenting suitable challenges, and firing up their motivation
- Multiple means of representation, giving students different ways of acquiring knowledge
- Multiple means of expression, providing students with new ways of sharing existing knowledge
The Science Behind UDL
UDL grew from research discovering that our brains come with three specific networks, namely affective, strategic, and recognition. Within the CAST UDL guidelines, the affective relates to engagement, the strategic to action and expression, while recognition goes with representation. The roots of these principles lie within neuroscience.
When developing the guidelines for educators, CAST relied on educational and cognitive psychology research. The organisation updates the guidelines as new research findings refine the knowledge base, paving the way for improved methodologies and optimal learning outcomes. The current guidelines also incorporate research into diversity, disability, and the sociocultural aspects of learning.
Using the Three Guidelines to Bring UDL into the Classroom
Teachers need not worry that they need to overhaul their methodologies completely when introducing UDL. In all likelihood, you already incorporate elements of UDL in your teaching.
Before looking at ways to bring UDL into the classroom, let’s bring to mind the core principles. When using this methodology, educators recognise that each learner has a different starting point, socially, mentally, and intellectually, meaning each person’s brain is uniquely wired. UDL provides a pathway to finding individual learning abilities and a framework for teachers to co-create a learning path with each learner.
Guideline 1: Delivering Multiple Means of Engagement
The goal of Guideline 1 is for teachers to transform pupils into highly motivated and purposeful learners. Relating to the affective brain networks, this step hones in on the WHY of learning.
Educators draw from existing interests, build learning resilience, and develop learning ownership by delivering the subject in various forms. By doing so, they ensure learners engage regardless of their unique starting point.
During this step, it is crucial to lay out clear objectives, encourage collaboration, and provide continuous feedback.
Guideline 2: Providing Multiple Means of Representation
Guideline 2 relates to the brain’s recognition network and the WHAT of learning. To optimise learning among all students, educators offer materials in multiple audio and visual formats.
They use clear language and supportive resources to make certain each learner grasps the new concepts. The aim is to transform pupils into knowledgeable and resourceful learners, with comprehension and understanding as key objectives.
In any classroom, teachers will find pupils with varying understanding and learning abilities. By providing different material types and language representations, teachers ensure that each student can fully absorb and process the new insights.
Guideline 3: Setting the Stage for Multiple Means of Action and Expression
Relating to the brain’s strategic network and the HOW of learning, guideline 3 wants to see learners as strategic and goal-directed in their approach. Educators make multiple tools available, and support learning by finding the best way to communicate and reproduce the new learnings.
Teachers may wish to assess students at this point, with UDL principles suggesting a wide variety of assessment types to suit all students.
By the end of this process, learners will have taken ownership of their learning and be eager to pass on the knowledge and skills gained.
Why UDL Matters
The following video illustrates the importance, implementation, and benefits of implementing universal design learning in your classroom.
Learning How to Use UDL
Teachers and professors at primary, secondary, or adult education levels wishing to introduce universal design for learning into their classrooms have many free resources available.
CAST, the creators of UDL, provides an abundance of tips and free resources on their website.
You can also explore UDL during a one-week pre-funded Erasmus Plus programme here at the Atlantic Centre of Education.
Using UDL in Language Teaching
Applied to the language classroom, UDL first acknowledges that each learner comes with unique abilities. Teachers can evaluate the methods best suited and tailor the content to individuals without losing group cohesion.
Let’s see how the three UDL guidelines come to life in language teaching.
Delivering Multiple Means of Representation
This principle has educators deliver materials in different formats including audio, visual, and text, giving the students the option to pick their preferred access point. Some teachers create interactive projects to allow pupils to discover the content through their favourite representation.
Setting the Stage for Multiple Means of Action and Expression
Likewise, each student will find their preferred way of reproducing, expressing, and acting out the new materials. By offering all options, educators ensure that students have the opportunity to show off newly gained language skills in a way they feel comfortable and happy.
Delivering Multiple Means of Engagement
Considering each pupil’s social and cultural background, personality, and existing skills, educators can create many engagement pathways. Some students may be more comfortable in a one-to-one context while others will thrive when collaborating in a big group.
Again the key is to meet students ‘where they are at’ and co-create and utilise suitable engagement opportunities.
As teachers introduce UDL into their classrooms, they develop unique strategies to deliver learning accessible to all regardless of their starting point.