Universal Design for Learning
Universal Design for Learning (UDL) is an approach to designing curriculum that accommodates everyone by designing lessons specifically considering the needs of those in the margins. Much like a building designed for a variety of specific needs better accommodates a multitude of people with differing needs of their own, UDL leads to a curriculum that better serves all learners and their unique learning styles by engaging them in “meaningful, challenging” learning while also providing supports.
The graphic organizer which leads educators in design encompasses the guidelines both horizontally and vertically--vertically we see the “why,” “what,” and “how,” of learning, and horizontally we see ways amongst these three to provide “access,” to “build,” to have students “internalize,” and finally, reach the “goal.” The ultimate goals include learners who are “purposeful and motivated” (the “why”), “resourceful and knowledgeable” (the “what”), and “strategic and goal-directed” (the “how”). Besides understanding the guidelines, educators can access worksheets such as this to work through the steps in curriculum creation.
This is a concept that has really risen to prominence in recent years. In reflecting on my own use of UDL in light of more thorough research on it, I consider a few questions:
Which of these guidelines am I already using?
One of the main ideas behind UDL is to remove barriers to learning for all students, not just random attempts to remove those that may be identified or more obvious. In so doing, we are better reaching all learners where they are. This is an idea with which I have already been familiar and working toward. For example, I try to consider common accommodations, and then act as though all students have them. One that would be normally considered behavioral is “proximity,” but don’t all students benefit from a teacher circulating nearby and providing frequent proximity? Another idea is that the more forms of learning, the better: provide considerable clarity, multiple modes of communication, modes of media, and tools; repeat directions as though all students have the mod of repeat directions, and in different ways. As a library teacher, I’m also of course big on the idea of guiding information for processing.
Which of these could I add right now to my teaching practice?
One area in which I would like to improve falls under the vertical heading of “Representation,” or the “what” of learning, and that is providing many options for language, and specifically promoting understanding across languages. I recently added an ESL endorsement to my certificate after taking a day-long seminar on ESL and English Language Learners, or just English Learners as we say in our district. It opened my eyes to a greater need for clarifying vocabulary and symbols, as well as syntax and structure, through various means. Additionally, I am always looking for new ways to provide options for physical action--under the heading of “how”--in the sense that providing physical action, like in certain learning centers, is not the same as providing options for physical action in learning.
Which of these looks great, but I might need some help to implement?
I feel like creating a true makerspace meets many of the guidelines in UDL, but this is definitely an area in which I need help. I have been doing a great deal of research, but feel I would really benefit from direct observation of a teacher experienced in makerspace, or someone to come alongside me, or even a type of seminar that would be more detailed than just a brief break-out session. The implementation is not simple, but the results seem very worthwhile in providing many options for numerous styles of learning, heightening motivation and especially factors like collaboration and ultimately internalization. Lastly, I would say that I need more help in implementing “executive functions” like enhancing capacity for monitoring progress. This is also, I think, an important aspect of effective makerspace use, and one of the areas in which I lack clarity when it comes to implementation.
The idea of makerspaces have blown up in library because “by nature, the Makerspace provides multiples means of representation, action and expression, and engagement” ("Makerspace and UDL", 2015) which is a primary goal of librarians wanting to create flexible, 21st century learning. I have had the opportunity to physically look at makerspace areas in other libraries, but not see them in action. Likewise, I have read many articles online, and even attended a short break-out presented by a local company, Maker Maven. There are a few areas regarding the maker movement in which I would really like to train and get guidance; these include not only implementation, but the idea of using non-consumables and consumables in a rotating schedule, so as not to be wasteful. Secondly, I’d like to know more about utilizing technology and robotic elements, in regards to having these tools available to students as part of their problem-solving if they so choose, and not just as fun technological toys or kits.
Maker Maven states that it encourages “S.T.R.E.A.M. (Science, Technology, Reading, Arts, and Math) concepts through project based learning activities.” This is an area in which I would like to get formal training. As much as I have gone online and read blogs by teachers implementing these spaces in their classrooms, every classroom and learning space looks a little different, and every educator takes a slightly different approach to troubleshooting different issues. Since all learners and their needs are different, I’d like to have a better understanding of these elements so that I can implement them myself, not just copy another’s procedures. I’ve also seen various makerspaces and “garages” popping up for adults and hobbyists, like the one here or here, and would really like to visit one myself for some hands-on learning and the chance to experience the accomplishment that I hope my own students will experience! In looking at multiple websites like these across the country, I find that many of them are currently closed due to the health crisis, and many, if not most, are posting that their current focus is on solving real-life issues of this crisis, such as creating solutions for personal protective equipment. To me, this is evidence in action of makerspace creating authentic learning, and meeting the goals of UDL across communities.
Referenced
Lathan, J. (2020, January 8). Let's Talk About Universal Design for Learning (UDL). Retrieved from https://onlinedegrees.sandiego.edu/implementing-universal-design-learning/
SUMMIT'S MAKER SPACE. (2015, March 10). Makerspace and UDL. Retrieved from http://summakerspace.blogspot.com/2015/03/makerspace-and-udl.html
The UDL Guidelines. (2018, August 31). Retrieved from http://udlguidelines.cast.org/
UDL Guidelines – Educator Worksheet - v. 2. (2011). Retrieved from https://www.sjsu.edu/cfd/docs/UDL_Guidelines_Educator_Worksheet.pdf
The graphic organizer which leads educators in design encompasses the guidelines both horizontally and vertically--vertically we see the “why,” “what,” and “how,” of learning, and horizontally we see ways amongst these three to provide “access,” to “build,” to have students “internalize,” and finally, reach the “goal.” The ultimate goals include learners who are “purposeful and motivated” (the “why”), “resourceful and knowledgeable” (the “what”), and “strategic and goal-directed” (the “how”). Besides understanding the guidelines, educators can access worksheets such as this to work through the steps in curriculum creation.
This is a concept that has really risen to prominence in recent years. In reflecting on my own use of UDL in light of more thorough research on it, I consider a few questions:
Which of these guidelines am I already using?
One of the main ideas behind UDL is to remove barriers to learning for all students, not just random attempts to remove those that may be identified or more obvious. In so doing, we are better reaching all learners where they are. This is an idea with which I have already been familiar and working toward. For example, I try to consider common accommodations, and then act as though all students have them. One that would be normally considered behavioral is “proximity,” but don’t all students benefit from a teacher circulating nearby and providing frequent proximity? Another idea is that the more forms of learning, the better: provide considerable clarity, multiple modes of communication, modes of media, and tools; repeat directions as though all students have the mod of repeat directions, and in different ways. As a library teacher, I’m also of course big on the idea of guiding information for processing.
Which of these could I add right now to my teaching practice?
One area in which I would like to improve falls under the vertical heading of “Representation,” or the “what” of learning, and that is providing many options for language, and specifically promoting understanding across languages. I recently added an ESL endorsement to my certificate after taking a day-long seminar on ESL and English Language Learners, or just English Learners as we say in our district. It opened my eyes to a greater need for clarifying vocabulary and symbols, as well as syntax and structure, through various means. Additionally, I am always looking for new ways to provide options for physical action--under the heading of “how”--in the sense that providing physical action, like in certain learning centers, is not the same as providing options for physical action in learning.
Which of these looks great, but I might need some help to implement?
I feel like creating a true makerspace meets many of the guidelines in UDL, but this is definitely an area in which I need help. I have been doing a great deal of research, but feel I would really benefit from direct observation of a teacher experienced in makerspace, or someone to come alongside me, or even a type of seminar that would be more detailed than just a brief break-out session. The implementation is not simple, but the results seem very worthwhile in providing many options for numerous styles of learning, heightening motivation and especially factors like collaboration and ultimately internalization. Lastly, I would say that I need more help in implementing “executive functions” like enhancing capacity for monitoring progress. This is also, I think, an important aspect of effective makerspace use, and one of the areas in which I lack clarity when it comes to implementation.
The idea of makerspaces have blown up in library because “by nature, the Makerspace provides multiples means of representation, action and expression, and engagement” ("Makerspace and UDL", 2015) which is a primary goal of librarians wanting to create flexible, 21st century learning. I have had the opportunity to physically look at makerspace areas in other libraries, but not see them in action. Likewise, I have read many articles online, and even attended a short break-out presented by a local company, Maker Maven. There are a few areas regarding the maker movement in which I would really like to train and get guidance; these include not only implementation, but the idea of using non-consumables and consumables in a rotating schedule, so as not to be wasteful. Secondly, I’d like to know more about utilizing technology and robotic elements, in regards to having these tools available to students as part of their problem-solving if they so choose, and not just as fun technological toys or kits.
Maker Maven states that it encourages “S.T.R.E.A.M. (Science, Technology, Reading, Arts, and Math) concepts through project based learning activities.” This is an area in which I would like to get formal training. As much as I have gone online and read blogs by teachers implementing these spaces in their classrooms, every classroom and learning space looks a little different, and every educator takes a slightly different approach to troubleshooting different issues. Since all learners and their needs are different, I’d like to have a better understanding of these elements so that I can implement them myself, not just copy another’s procedures. I’ve also seen various makerspaces and “garages” popping up for adults and hobbyists, like the one here or here, and would really like to visit one myself for some hands-on learning and the chance to experience the accomplishment that I hope my own students will experience! In looking at multiple websites like these across the country, I find that many of them are currently closed due to the health crisis, and many, if not most, are posting that their current focus is on solving real-life issues of this crisis, such as creating solutions for personal protective equipment. To me, this is evidence in action of makerspace creating authentic learning, and meeting the goals of UDL across communities.
Referenced
Lathan, J. (2020, January 8). Let's Talk About Universal Design for Learning (UDL). Retrieved from https://onlinedegrees.sandiego.edu/implementing-universal-design-learning/
SUMMIT'S MAKER SPACE. (2015, March 10). Makerspace and UDL. Retrieved from http://summakerspace.blogspot.com/2015/03/makerspace-and-udl.html
The UDL Guidelines. (2018, August 31). Retrieved from http://udlguidelines.cast.org/
UDL Guidelines – Educator Worksheet - v. 2. (2011). Retrieved from https://www.sjsu.edu/cfd/docs/UDL_Guidelines_Educator_Worksheet.pdf
UDL was such a fun topic for me. It really opened my eyes to see how I'm teaching and what to do to improve.
ReplyDeleteI love where you went with Makerspace. It is a great exploration for students and follows all UDL. Your information was informative and helpful in understanding why makerspace is so great!
One thing I like about your thinking is that you want to figure out how to incorporate UDL with the MakerSpace, an area you might not be completely comfortable with. Personally, I thought about my own teaching and how I feel like most teachers are already doing their best to implement UDL through differentiation. Since you are already in a library, it's easier for you to consider how to implement it in the library especially in an area you are working to improve on.
ReplyDeleteThanks for sharing!
-KCrowl
What a great post! I really like your idea of how you want to try and implement makerspaces into your library. And thank you for providing links to those adult "garage" classes! That might be something I look into. I never knew those existed. Your post was very thorough.
ReplyDeleteThis was a well written post! Makerspace is an area that I would like to take the time to explore and learn more about. Makerspace truly allows our learners to engage in their learning. Through the use of makerspace we can implement many of the UDL guidelines while giving students some choice through a variety of learning activities. I enjoyed reading what you wrote!
ReplyDelete