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UDL and Differentiation

In this chapter, we will explore how teachers can design and implement experiences that meet the varied and changing needs of their students. Teachers can design activities and environments that intentionally facilitate success for all students. Teachers can also make adjustments to learning activities to address differences in how each of their students move through their learning pathways. This chapter will provide a brief overview of Universal Design for Learning and differentiated instruction.

Universal Design for Learning 

Universal Design for Learning (UDL) can be defined as a framework that guides the design of courses and learning environments to appeal to the largest number of learners. UDL originates from Universal Design (UD), which is a set of principles that guides the design of architecture and products that can be used by the widest range of individuals possible: all ages, access needs, characteristics, and life stages (Institute for Human Centered Design, 2016). Both UD and UDL share a common objective of universal access, but in different contexts; UD focuses on the “built” environment whereas UDL is expressed in learning environments (Pisha & Coyne, 2001).

Proponents of UDL recognize that rigid educational approaches can create fundamental obstacles to learning. UDL involves incorporation of a variety of approaches to engage learners in a curriculum that values all people.

At its foundation, UDL prompts us to consider the complex factors of learning, including the educator’s decisions in course design, students’ motivations for learning, and the learning environment. The UDL framework emphasizes flexibility in how instructional material is presented, how students demonstrate their knowledge and skills, and how they are engaged in learning. It is informed by environmental design, but also by cognitive neuroscience, learning theory, and teaching practice. This framework is often presented via the three principles of UDL:

  1. Multiple means of engagement – connect with learners’ interests, supporting self-reflection of learning, fostering collaboration and varying levels of challenge (e.g., open class discussion, question and answer period, applied problem-solving, goal-setting).
  2. Multiple means of representation – provide learners with multiple ways to engage and comprehend information and experiences (e.g., video, audio, graphics, symbols, tactile objects).
  3. Multiple means of action and expression – provide learners with alternative methods of demonstrating what they comprehend and different ways of managing information (e.g., assignments, multimedia presentations, concept maps).
The 3 UDL Principles are: Multiple Means of Engagement, Multiple Means of Representation, Multiple Means of Action & Expression
Figure 1-1: The Three Principles of UDL.

We will examine these three principles in greater depth in the following parts of this chapter.

Although much work needs to be done in higher education in understanding UDL, the framework holds a great deal of promise and potential. Educators who incorporate the three principles of UDL into their courses tend to hold certain beliefs about teaching and learning, such as the following:

  • They acknowledge there is a diversity of students in their courses.
  • They believe that all students have the same right to  education.
  • They aspire to creating equitable access to learning for all students in their courses.

The following video from the Center for Applied Special Technology (CAST) offers a quick overview of UDL.

Web Resources

The Center for Applied Special Technology (CAST) developed nine guidelines, accompanied by 31 checkpoints, that illustrate the three UDL principles: The UDL Guidelines

Multiple Means of Engagement

Multiple means of engagement refers to different opportunities for student involvement (e.g., interactive activities, group discussions, online discussion boards). This principle reflects the idea that students have different motivations to engage in learning. For instance, some students are highly motivated by spontaneity and innovation while others may be uncomfortable in such learning environments. Some students may seek active social learning forums while others will retreat from such environments. Students who are more engaged in learning will be enthusiastic about applying their knowledge and will have a desire to learn more on their own. This principle also refers to offering varying levels of challenge, fostering community and collaboration, and supporting students in self-regulating their learning. In a learning environment that applies this principle, learners are challenged, excited, and motivated about what they are learning.

The following short video from the Southern Illinois Professional Development Center offers an overview of this UDL principle.

This table provides some examples for implementing multiple means of engagement in the classroomclassroom. Categories are listed on the left, with ideas for implementation on the right.

Examples for implementing multiple means of engagement in a postsecondary classroom
Multiple Means of Engagement Putting it into Practice
Variety in teaching and learning activities
  • Provide a variety of active learning tasks that allow for participation, exploration, and experimentation
  • Incorporate discussions and small group activities into lecture classes
  • Embed engagement materials in lecture notes, such as sample exam questions or puzzles
  • Give multiple opportunities to learn through practice
  • Provide prompt and regular feedback, so students have sufficient time and support to reflect and improve
  • Allow students to hand in a “rough draft” of a paper or assignment
Interaction with others
  • Create a class climate in which student diversity is respected
  • Have students complete a pre-course survey in your LMS to understand your students and show interest in them.
  • Start the course by co-constructing a community agreement for learning (refer to it when necessary during the term)
  • Incorporate a variety of social learning opportunities, such as in-class and online discussions, problem-based learning, inquiry-based learning
  • Make yourself available to students during office hours in flexible formats (e.g., face-to-face, telephone, and web conferencing; allow scheduled appointments or hold regular drop-in hours).
Use of technology
  • Use the online learning environment for small group work, discussions, links to news articles, practice exam questions, videos, student and educator profiles
  • Provide tools to support informal student interaction and study group arrangement (e.g., open discussion board forums)
  • Use online quizzes and other “knowledge check” interactive tools, not for marks but rather to provide immediate student feedback and formative feedback
Student choice of course content
  • Add an optional unit or topic after standard units have been addressed
  • Have student groups each research and present on a different topic
  • Provide a video on the topic as an alternative or supplement to reading a textbook chapter
  • Provide students with a list of questions to guide and focus their reading
Self-regulation and motivation
  • Guide students through goal setting activities at the outset of the course or assignment
  • Rubrics given at the beginning of an assignment to prompt self-assessment
  • Checklists for students to track their own progress
  • Challenge students with meaningful, authentic “real world” assignments
  • Create assessments that are outcomes- or competency-based and allow students to demonstrate the learning outcomes
  • Integrate experiential learning opportunities in your course

 Questions for Considering Multiple Means of Engagement

  • How can you incorporate variety in your teaching approaches and student learning activities?
  • How might you incorporate student interaction and collaboration into your course?
  • How might technology be used to facilitate a variety of engagement opportunities for learners?
  • What opportunities exist to incorporate student choice in learning content?

Multiple Means of Representation

Multiple means of representation is about providing learners various ways to access and engage with course materials and information. In its simplest form, this could mean offering textbooks in audio or multimedia formats. This principle also refers to how students comprehend information in different forms, such as decoding syntax, vocabulary, notation, symbols, and disciplinary language. The goal is to support students in using multiple representations and developing fluency in traversing across them. Offering flexibility in presenting information also acknowledges differences in how learners comprehend and perceive information. For example, students with visual impairment may find print materials inaccessible, and students with diverse language, cultural backgrounds, and access needs may encounter barriers to information when educators assume common backgrounds. In a learning environment that applies this principle, material and content are presented in a variety of ways at the outset.

The principle also includes pedagogical approaches to a topic or concept. An educator could decide to give a concept overview (lecture) followed by an example and an application of the concept through an in-class exercise. Other examples of approaches include statistics, case studies, and expert opinion. If one approach is ineffective, a different approach may work better.

The following short video from the Southern Illinois Professional Development Center offers an overview of this UDL principle.

 

This table provides some examples for implementing multiple means of representation in the classroom. Categories are listed on the left, with ideas for implementation on the right.

Examples for implementing multiple means of representation in a postsecondary classroom
Multiple Means of Representation Putting it into Practice
Accessible course materials
  • Use common file formats such as .doc and .pdf so that documents are compatible with text-to-speech software
  • Put a copy of the course text on reserve in the library
  • Provide links to Creative Commons resources
  • Use Open Education Resources (OER)
  • Post slides, readings, and course materials online in advance if appropriate
  • Post electronic equivalents of paper handouts
  • Include captions for graphics
  • Enable closed captioning and provide transcripts for videos
Multimodal sources of information
  • Supplement lecture and reading assignments with visual aids (e.g., photographs, videos, diagrams, interactive simulations)
  • Augment required readings with alternative formats such as audio and video
  • Video recordings of lectures if allowed
  • Add an audio file explaining a major assignment
  • Provide models and graphics in addition to text
  • Use animations
  • Embed interactive questions/quizzes into videos
Pedagogical approaches
  • Use different pedagogical approaches to topics or concepts, such as logic, statistics, narrative, case study, multiple perspective, and testimonial
Student-created materials
  • Graphic organizer summary created by students
  • Concept maps, metaphors, illustrations, storyboards
  • Students post their class notes to the course site (perhaps in small groups)
  • Students create their own glossary of terms throughout the course
Comprehension and key concepts
  • Ensure your course syllabus clearly describes your outcomes, content, assessments and your expectations of the students.
  • Create an advance organizer or study guide to go over expectations for the following week (e.g., readings, focus questions, videos to watch, etc.)
  • Provide an agenda and key concepts overview at the beginning of each class
  • Practice exercises and solutions
  • Highlight patterns and themes between ideas
  • Post a list of Frequently Asked Questions (FAQs) and responses online
Check for understanding
  • Summarize key points throughout the class, and tie these points to the larger course outcomes
  • Use active learning strategies such as a hinge questions or predictions to review the key points of your lesson
  • Online discussion forums
  • Q & A in class
  • Student response systems (e.g., Poll Everywhere) to check for comprehension and guide further discussion

Questions for Considering Multiple Means of Representation

  • How can you ensure your course materials are as accessible to as many students as possible?
  • How might you present main course concepts in more than one format?
  • Does your course offer opportunities to encourage student agency?
  • What learning activities could emphasize comprehension of key comcepts?
  • How might you informally gauge student understanding of course concepts?

Multiple Means of Action and Expression

Multiple means of action and expression encourages students to demonstrate their learning through various forms (e.g., exams, multimedia, concept maps, papers, projects). This principle highlights executive functioning, where students apply what they learn strategically. That is, it involves finding, creating, using, and organizing information. This process can include graduated levels of support, and using tools and technology. Students may find that they are able to express themselves more proficiently in one medium than in another. It may be possible to incorporate graded assignments into a course that allow students to select alternative formats. Other opportunities for multiple means of action and expression include notetaking, in-class assignments, and feedback from different sources. In a learning environment that applies this principle, learners can act upon and express their comprehension in multiple ways.

The following short video from the Southern Illinois Professional Development Center offers an overview of this UDL principle.

This table provides some examples for implementing multiple means of action & expression in a postsecondary classroom. Categories are listed on the left, with ideas for implementation on the right.

Examples for implementing multiple means of action & expression in a postsecondary classroom
Multiple Means of Action & Expression Putting it into Practice
Assignments and demonstration of skills
  • Use a variety of assessment strategies to allow students to express what they know in multiple ways (e.g., using formative quizzes, case studies, model building, and an oral presentation rather than just a traditional midterm and final exam).
  • Presentations in class or online
  • Different methods of demonstrating skills, such as roleplay, debate, discussions
  • Provide opportunities to develop skills in real settings
Exams
  • Variety of question types on exams: multiple choice, matching, short answer, fill in the blank, equations, label a diagram
  • Exam questions that assess various ways of understanding: remember/ comprehend, analyze/ apply, and evaluate/ create (Bloom’s Taxonomy)
  • Incorporate graphics into some questions
Opportunities for interaction and feedback
  • Incorporate technologies that facilitate class communication and participation
  • Use discussion boards, podcasts, or blogs to allow students who need more time to reflect on a topic.
  • Use polling software to allow all students to participate without feeling “called out”
  • Use question sets from the textbook as practice
  • In-class peer feedback
  • Use rubrics
  • Student-led study groups
  • Cumulative assignments with feedback at various stages
  • Office hours
Student choice
  • Give students options to demonstrate mastery of the course learning outcomes
  • Choice of assignment format: research paper, presentation, website, poster, video, podcast, etc.
  • Choice of due date or topic
  • Incorporating social media as a communication tool
  • Offer tools and technologies to support learner needs and reduce barriers (assistive technology, spelling/grammar checkers, dictation software, typing vs. writing by hand)
Assessment anxiety
  • Help students develop deliberate strategies for learning
  • Engage in goal setting and support strategic competency development
  • Facilitate learner capacity for monitoring progress and development
  • Use assignment guidelines to outline your expectations
  • Provide templates or outlines if appropriate
  • Option to write final exam as a take-home exam if appropriate
  • Give sample assignments showing feedback and how they were graded if appropriate

 Questions for Considering Multiple Means of Action and Expression:

  • What opportunities exist to incorporate multiple means of expression in assignments?
  • How might you incorporate multiple means of expression on exams?
  • How might you provide more opportunities for feedback?
  • What choices might you offer students regarding assignments, communication and content delivery?
  • What course design decisions can you make to mitigate student anxiety regarding assessment?

Differentiated Instruction with Educational Technology

Differentiated instruction is recognizing and being responsive to different learning needs of individuals and small groups of students. Dr. Carol Tomlinson defines it as “a teacher’s response to learners’ needs.”  There are many ways to approach differentiating teaching and learning experiences. It is important for you to choose an approach that matches your readiness, interest, and energy. In this class you will have the opportunity to explore how a variety of educators approach differentiation. I generally consider it in terms of content, process, products, and learning environment.

Content

Hopefully you are finding time to become familiar with the standards associated with the developmental level and subject area you will be teaching. All of the students in your class will be expected to move toward mastery of those curriculum standards; you, as their teacher, can provide different paths to help them gain the knowledge and experiences best suited to their needs. It will be important for you to be able to assess their current level and knowledge and skill so you can develop ways for them to progress. In short, you’ll need to know where they are so you can best map how to get them where they need to go.

Process

Different methods can be used based on the idea that different students may learn best in different ways. A menu of activities might be a way to help students choose the process they believe will work best for them. NOTE: the popular idea of learning styles, ways of learning baked into the brain, has been debunked. The idea of learning preferences, however, does ring true. Your students may prefer to learn in different ways, and those ways might even change from one day to the next. You likely notice that about your own learning, as well.

Products

While each of your students will need to demonstrate progress toward mastery of standards or objectives, they may be able to demonstrate that mastery in different ways. What are some of the different capstone projects that you have experienced? What ways can you imagine for your students to demonstrate their understanding? In most cases, including a clear summative assessment tool (like a rubric measuring what the student knows, understands, and is able to do) will be important.

Learning Environment

The environment in a differentiated classroom includes physical, social and emotional aspects. The physical space may include adjustments to lighting, sound, furniture, and other equipment. The social environment should be built on respect for individual differences. The emotional environment will include supportive classroom management.

Many technologies exist that can help teacher’s provide differentiated instruction. The key is to find and evaluate them to ensure they will do what you want them to do and what the students need them to do. In the next several weeks, we will focus on finding and evaluating effective educational technology resources. This week, browse a few website and choose some technology tools you think might help you differentiate existing lesson plans.

One resource is Ian Byrd’s byrdseed.com. Play a bit with his tool The Differentiator.

Questions for Considering Differentiated Instruction:

  • Why might teachers differentiate instruction for their students?
  • What does meaningful differentiation look like in a real classroom?
  • Which teaching strategies can be employed to meet students’ individual needs?
  • How can technology be used to differentiate instruction for students?

Check in our Canvas dashboard for the Week 2 Lesson Plan Makeover Directions. When working on your lesson plan revision this week, you may want to keep these questions in mind (taken from Meyer et al., 2014, pg. 112):

  1. Think about how learners will engage with the lesson:
    • Does the lesson provide options that can help all learners regulate their own learning?
    • Does the lesson provide options that help all learners sustain effort and motivation?
    • Does the lesson provide options that engage and interest all learners?
  2. Think about how information is presented to learners:
    • Does the information provide options that help all learners reach higher levels of comprehension and understanding?
    • Does the information provide options that help all learners understand the symbols and expressions?
    • Does the information provide options that help all learners perceive what needs to be learned?
  3. Think about how learners are expected to act strategically and express themselves:
    • Does the activity provide options that help all students act strategically?
    • Does the activity provide options that help all learners express themselves fluently?
    • Does the activity provide options that help all learners physically respond?

Feedback from peers is a powerful development tool in the application of UDL strategies. You may want to share this activity with a colleague, co-worker, or other person from your professional network. Perhaps there are other members of your institution who would like to join with you in a UDL Learning Community?

ISTE Standards

 

 

 

 

 

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Teaching with Technology Copyright © by Kathy Essmiller is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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