top of page

Cognitive neuroscience proves that no two learners are alike. Designing for a "mythical" average (as Todd Rose explains in the Myth of Average) is to design for no-one.

 

If we asked a group of people to run a race and then provided everyone with the same, average size shoe, it would soon become apparent the majority would struggle to finish the race. If we also assessed running abilities based on this "test", we'd quickly recognize its inherent bias.

 

As Dr. Rose notes, we immediately understand foot size variability but, as evidenced by our education system, assume learners' brains are somehow "similar".

 

We can in fact plan for learner variability from the outset so that less students struggle with a one-size-fits-all curriculum and assessment. 

Learning & Ability

Learner Variability

Expert Learners

Learning & Ability

Learner Variability

Expert Learner

Separate Goals

Separate Goals

Provide Options

& Choice

Removing Barriers

UDL Rubik's Cube 

 

How could technology make this even more accessible?

 

Rubik's Cube for Visual Impairment

 

Although beautiful who might struggle to use this?

 

You may have heard UDL described as removing barriers to information and learning. Until recently this was often the focus of most discussions about UDL. While we want to move beyond this "low lying fruit" of UDL, is still a very important first step. It is an excellent way to immediately apply UDL principles to your practice. By considering the barriers in your resources, methods and tools, and by adding technology support, you create a more equitable, "assess for all" classroom. 

Removing Barriers

Provide Options & Choice

Original Focus - 2004

Evolving Focus - 2011

Question 1: What tool, object or resource in your classroom is like the Rubik's Cube - valuable, useful - but not accessible to everyone? What could you do to make it more accessible?

 

Question 2: In what ways has this website reduced barriers and provided options? How might you apply what you learned to your classroom?

 

Question 3: Which one of the UDL assumptions & beliefs resonated with you? Why? How will you apply it to your classroom?

Reflections

Providing "Multiple Means" asks you to provide options: 

 

  • To tap into learners’ interest, offer appropriate challenge and increase motivation. 

  • To give learners various ways of acquiring information and knowledge.

  • To provide learners alternatives for demonstrating what they know.

 

Giving students choice in the tools and methods they use is an important first step to creating a UDL environment. 

 

 

Placemat of Core UDL Apps

As you explore the site, UDL and Apps in the Classroom, consider how the top three rows might support students with learning differences and who else might benefit from apps design for "disabled" students.

Anchor 4

Below are UDL's Assumptions and Beliefs. There is a great deal of interconnection and overlap between the six concepts. They come together to help create accessible and equitable learning. Based on your quiz results or your interests you may choose to explore 1 or 2 ideas more deeply or take a high level scan of all six. Consider returning to this activity in future weeks to explore further.

An image of various ways learners can show what they know.
Toolbox representing UDL resources and tools

Explore the UDL Toolkit for ideas, resources, online tools and apps.

Assumptions & Beliefs

When the guidelines first came out, it was challenging to provide students with tech options that allowed them to access, process, produce and share their learning.

 

Today there are a plethora of mobile devices, tablets, apps and online resources. As such, it is important to explore, build (and cull) your technology toolkit periodically.

 

Avoid content or drill and practice apps. Instead focus on "tool" apps that provide students with different ways to access information and to show what they know. Ask the "Rubik's Cube" question: Who might not be able to use this app and why? Then provide alternatives or find a more inclusive app.

Average Shoe Size - 8.5

Universal Design for Learning makes the assumption that the purpose of education is to develop expert learners. Just like this dog is an expert at self-control, patiently waiting, the goal of UDL is for every learner to develop expert skills in learning. Imagine if we let students know about these goals, and then designed learning to help them reach these goals. Powerful stuff.

Image of a large dog with 5 dog biscuits balanced on its head and down its nose, plus 3 biscuits in its mouth. The dog is patiently waiting. The caption reads "Self Control: Level Expert".

In the next section we'll dig deeper into the UDL's Guidelines. In the meantime, ask yourself: 

 

  • What do each of these adjectives (purposeful, motivated, resourceful, knowledgeable, strategic, goal-directed) look like and sound like for learners in my classroom or learning environment?

  • Do I make these learning goals explicit and share them with students?

  • How are these goals built into my lesson/unit/course design?

The students will express their understanding of the Civil War in a 5 paragraph essay.

The student will present a 3-minute speech on the importance of a national railway to Canada's development as a nation.

Universal Design for Learning makes the assumption that knowledge goals, related to the understanding of concepts, content and fact should, when possible, be separate from skill goals. Often goals are combined or the means of attaining one goal is linked to achieving the goal.

 

When we compound goals it is difficult to determine whether a student was unsuccessful because of lack of understanding or if they had difficulty with the means of expressing what they know. 

 

Below are two typical compound goals. Hover to see the skill goal and click and hold to see the knowledge goal. 

Universal Design for Learning believes that learning is the dynamic interaction of the individual with the environment or context. In other words, when we think about learning, we also have to think about the environment or context where that learning is happening. 

 

Learner ability or perceived disability is at that intersection where the individual interacts with the environment or context. 

 

As you listen to the students and try the activities below, consider where and when they are "disabled". In what environment or context are they not disabled? What is the intersection? What can we change about the environment and context to support these learners? What technology might "level the playing field"?

Image of Understood website logo

Math Issues

Reading Issues

Writing Issues

Anchor 5
Anchor 6
Anchor 7
Anchor 8
Anchor 9
Anchor 10
Transparent Hotspot over image of a calulator. Linkes to Math example
Transparent Hotspot over image of a notebook. Linkes to reading example
Transparent Hotspot over image of a page. Linkes to writing example

Image of a large dog with 5 dog biscuits balanced on its head and down its nose, plus 3 biscuits in its mouth. The dog is patiently waiting. The caption reads "Self Control: Level Expert".

Screen shot showing a variety of posts on the Google+ Community

When possible separate the two types of goals. Provide multiple means and let students choose. However, there are times where students will need to write an essay or give a speech. Provide access to apps and online tools such as Inspiration Maps, Voice Dream ReaderPaperPort Notes and Read&Write for Google Docs, and teach students how to use them effectively, to help ensure all students can show what they know. 

 

What other apps or online tools might support them?

 

In the G+ community find a comment posted by another participant. Perhaps it challenges your thinking. Maybe its an "aha" moment.  

Then tweet it out!

#UDLNow

The solution is often to create an alternative for those who are "disabled". Explore the two examples below, then apply the same "Rubik's Cube" questions to your classroom, instruction, resources and/or assessments. 

UDL History - Stephanie Moore
00:00 / 00:00

The rubik's cube is a perfect metaphor for our journey through UDL. It represents both the great things we are already doing for our students and the opportunity to improve. The rubik's cube is familiar to most of us..even if we can't solve it. It represents a great problem solving activity that millions enjoy. 

 

But who might not be able to use it? 

Instructional Barries

Image is 4 by 3 grid with images showing different ways to create using a variety of media. From left to right, top to bottom: Interactive writing, e-book, podcast, 5 photo story, visual notetaking, narrated art, narrated slideshow screencast, puppet video, quick edit video, geo map, simulation or game, digital story.

Image: Size 8.5 men's running shoe

Average Shoe Size - Men's 8.5

This video reviews the goal of UDL, and explores not only how students can become expert learners but how teachers, by using social media for their professional learning, can also become expert learners.

Diagram: The UDL guidelines have a vertical organization, with extrinsic factors that are foundational at the bottom and intrinsic factors that result in expert learners at the top.

The UDL guidelines have a vertical organization, with extrinsic factors that are foundational at the bottom and intrinsic factors that result in expert learners at the top.

bottom of page