Universal Design for Learning (UDL) is a set of principles that helps all students be engaged and interested in learning. When using the UDL principles it reminds teachers to create lessons plans, assessments and incorporate materials that allows more students to be involved in the learning process.
The three aspects of UDL are:
1. Learning Goals
2. Instructional Materials
3. Instructional Methods
4. Assessment
How to incorporate UDL strategies in the classroom
1. Visual Learners (i.e. printed or digital text video, images of artifacts, examples of work)
2. Auditory Learners (i.e. lecture, narration on video, small-group discussion, sound effects)
3. Tactile Learners (i.e. three-dimensional models of earth,volcanoes, etc.,center activity, create a picture)
4. Kinesthetic Learners (i.e. excavation kit, create models of items ).
The three aspects of UDL are:
1. Learning Goals
2. Instructional Materials
3. Instructional Methods
4. Assessment
How to incorporate UDL strategies in the classroom
1. Visual Learners (i.e. printed or digital text video, images of artifacts, examples of work)
2. Auditory Learners (i.e. lecture, narration on video, small-group discussion, sound effects)
3. Tactile Learners (i.e. three-dimensional models of earth,volcanoes, etc.,center activity, create a picture)
4. Kinesthetic Learners (i.e. excavation kit, create models of items ).
Post-Its
Students each receive 3 post-it stickers. On each post it they write or draw one idea they learned from a reading assignment or even a new topic they learned in class. These post-its are then placed on the wall in groups according to the area of discussion the idea falls.
This can also be a way to present different things learned in class for a review for a test or final. Example: a math class can write formulas they need to know for their test on individual post its and stick them on the wall for review with the entire class.
Supplies Needed: posts-its (3 for each student)
http://www.4mulafun.com/wp-content/uploads/2012/09/Post-It-Prove-It.png
Students each receive 3 post-it stickers. On each post it they write or draw one idea they learned from a reading assignment or even a new topic they learned in class. These post-its are then placed on the wall in groups according to the area of discussion the idea falls.
This can also be a way to present different things learned in class for a review for a test or final. Example: a math class can write formulas they need to know for their test on individual post its and stick them on the wall for review with the entire class.
Supplies Needed: posts-its (3 for each student)
http://www.4mulafun.com/wp-content/uploads/2012/09/Post-It-Prove-It.png
Graffiti Wall
Students write or draw what they know about a topic on a big piece or pieces of paper that are laid around the room. This activity can be used for review, assessment or even as a preview to see what students already know about a particular topic for any subject. This activity satisfies the UDL ideas because students are able to post what they know and aren't restricted to a certain level of knowledge. It is also a UDL strategy because they can either write or draw what they lean based on their comfort level.
Supplies Needed: posters, papers with drawings or topic
http://2.bp.blogspot.com/-k7_ujwqFybc/UcHGhG0LAwI/AAAAAAABce4/eSZnbc_XsaE/s1600/IMG_8457.jpg
Students write or draw what they know about a topic on a big piece or pieces of paper that are laid around the room. This activity can be used for review, assessment or even as a preview to see what students already know about a particular topic for any subject. This activity satisfies the UDL ideas because students are able to post what they know and aren't restricted to a certain level of knowledge. It is also a UDL strategy because they can either write or draw what they lean based on their comfort level.
Supplies Needed: posters, papers with drawings or topic
http://2.bp.blogspot.com/-k7_ujwqFybc/UcHGhG0LAwI/AAAAAAABce4/eSZnbc_XsaE/s1600/IMG_8457.jpg
Talking Chips
Students each receive a number of talking chips (poker chips, beans, rocks). Students must speak the total number of "chips" but practice patience by not speaking over others or interrupting. This strategy can also be used as a way to encourage reciprocal listening/speaking by only giving each student one chip and everyone must put in a chip to speak and once everyone has spoken you take your chip out and begin the process again. Considering students can talk as long or as little as they want makes this activity UDL specific.
Supplies Needed: poker chips, beans, rocks, pennies...
http://wikiwomi.wikispaces.com/file/view/talking_chips.jpg/80518111/292x269/talking_chips.jpg
Students each receive a number of talking chips (poker chips, beans, rocks). Students must speak the total number of "chips" but practice patience by not speaking over others or interrupting. This strategy can also be used as a way to encourage reciprocal listening/speaking by only giving each student one chip and everyone must put in a chip to speak and once everyone has spoken you take your chip out and begin the process again. Considering students can talk as long or as little as they want makes this activity UDL specific.
Supplies Needed: poker chips, beans, rocks, pennies...
http://wikiwomi.wikispaces.com/file/view/talking_chips.jpg/80518111/292x269/talking_chips.jpg
Mind Maps
A way for students to present information on any topic. This can be done using words or pictures. The benefit in this activity is it allows for a student to be creative in how they demonstrate what they have learned. This activity might take some time to perfect but with direct instruction it can be a great study guide and or review for students. Depending on the students ability level they can put as little or as much detail as they want based on their ability or preference. This activity also gives them the choice of writing words or drawing pictures as well.
http://2f5af043010fa9762c52-d590ac703cfa0556e20a0fdd995b4335.r93.cf2.rackcdn.com/2.02_Mind%20maps%20in%20the%20classroom.png
A way for students to present information on any topic. This can be done using words or pictures. The benefit in this activity is it allows for a student to be creative in how they demonstrate what they have learned. This activity might take some time to perfect but with direct instruction it can be a great study guide and or review for students. Depending on the students ability level they can put as little or as much detail as they want based on their ability or preference. This activity also gives them the choice of writing words or drawing pictures as well.
http://2f5af043010fa9762c52-d590ac703cfa0556e20a0fdd995b4335.r93.cf2.rackcdn.com/2.02_Mind%20maps%20in%20the%20classroom.png
Value Line
Students are presented with a topic and they stand in a line based on their opinion on how important they believe it is. For example: abortion is a women's choice and nobody else should have a say in what they do. On one end of the line it would mean "strongly agree" ad then the opposite side of the room or line would be "strongly disagree". This activity can be altered based on the topic and what you want to know about students. What makes this activity a good UDL strategy is the fact that it doesn't require much talking and students can participate in the discussion if they feel they want to or not.
http://ifitsgreenitsbiology.files.wordpress.com/2013/07/opinion-line.png
Students are presented with a topic and they stand in a line based on their opinion on how important they believe it is. For example: abortion is a women's choice and nobody else should have a say in what they do. On one end of the line it would mean "strongly agree" ad then the opposite side of the room or line would be "strongly disagree". This activity can be altered based on the topic and what you want to know about students. What makes this activity a good UDL strategy is the fact that it doesn't require much talking and students can participate in the discussion if they feel they want to or not.
http://ifitsgreenitsbiology.files.wordpress.com/2013/07/opinion-line.png
Jot Thoughts
Students jot their thoughts, about a topic presented by the teacher, on a piece of paper without worrying about spelling, grammar etc. The benefit in this activity is that it allows students to write as much or as little as they want based on their knowledge and abilities. They also have the option to draw items as well. This activity can used before a lesson to see what students already know, it can be done after a lesson to see what students remember about the information presented or what they find most important or relevant to their lives.
Supplies Needed: paper, pen/pencil
http://omalleyt.wonecks.net/files/2011/10/Screen-shot-2011-10-30-at-10.18.24-PM-1dys1gg.png
Students jot their thoughts, about a topic presented by the teacher, on a piece of paper without worrying about spelling, grammar etc. The benefit in this activity is that it allows students to write as much or as little as they want based on their knowledge and abilities. They also have the option to draw items as well. This activity can used before a lesson to see what students already know, it can be done after a lesson to see what students remember about the information presented or what they find most important or relevant to their lives.
Supplies Needed: paper, pen/pencil
http://omalleyt.wonecks.net/files/2011/10/Screen-shot-2011-10-30-at-10.18.24-PM-1dys1gg.png