Universal Design for Learning

Universal Design for Learning is the concept that educators improve and elevate learning for all people in the learning community. UDL is never a finalized product--educators continuously and consistently revise and revamp instruction by looking at all domains to ensure ALL learners have opportunities AND access to meaningful learning. And what better time to consider this research since we are in a global pandemic and the majority of schools in the US have instituted remote learning. No longer are the buildings open, but school has not closed. Educators have been instantly immersed into conversations and construction of online lessons but the access for these lessons are not on the same level for all of our learners. This is where the conversations for UDL need to begin happening. I am fortunate that I work for a district that began this conversation years ago and we are taking the steps to level learning. The following video is a quick overview for UDL.

As a district we are currently providing resources and materials for all members of our learning community by providing Snap&Read and Co:Writer- two product resources from Don Johnston Human Learning Tools. Every student can download these two Google extensions by using their school email that provides them free access. Snap&Read is a reading tool for Google Chrome, ipad, etc that can read both accessible and inaccessible text aloud, level vocabulary and use Google translate for all documents. In addition, it provides study and organization tools and can be used on Google docs, word documents, .pdfs and live websites. Co:Writer uses word prediction, translation support and speech recognition to encourage stress-free writing. The implementation of these tools meet the ACCESS guidelines set forth by the UDL model by recruiting interest for means of engagement, representing multiple means for perception and providing means of action and expression through the use of assisting technologies. 

Since the shutdown of school buildings, educators have been instating options for expression and communication by using multiple media tools for communication, construction and composition. This has been mostly through trial-and-error, but with the forced online format, it is allowing educators and the leaders of the school to determine where we are failing our learning community. We should be encouraged to add and try new options so that we can understand how our students need us to communicate with them to support their learning.

An area of UDL that I would like to explore is the use of rubrics for setting expectations. Getting away from traditional grading has always been a goal of mine, especially at the junior high level, and instead provide feedback through peer and teacher review. This is not a popular idea for many educators since it takes away the "punishment" for not doing well on an assignment. It also takes away the "reward" for a student who is motivated by A's. This is the conversation that I believe should be happening when we consider the UDL guidelines and how we can use flexible grouping and collaborative groups to optimize the needs of all learners. Students are coming into the academic setting with different backgrounds. As educators we cannot equalize the playing field in our students lives, but we can provide balance of access and learning opportunities in a structured setting.  

UDL & ASSESSMENT

Looking at grading guidelines with knowledge of UDL will require research and challenging conversations with school leaders. I anticipate there would be strong opposition to removing traditional grading and would likely only be considered where gpa is not a determining factor for class rank. Removing traditional grading at the 8th grade level and below would not affect a students future "grade," however, removing traditional grading from the high school level (9-12) would affect class rank, scholarship, and college applications. The idea would require collaboration with many members of the learning community and a look into model schools. UDL has published information with assessment in mind at UDL On Campus. Implementing rubrics will require thinking and planning ahead for educators to really understand the learning target for each lesson or activity. Robert Marzano has published a book titled Transforming Classroom Grading that clarifies how to use a rubric-based approach to assessment and reporting. 

My personal goal is to continue to gain understanding and use the UDL guidelines as we move into the future of academics and how that allows everyone in the learning community opportunities for enhanced learning experiences.


Sources

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.

The UDL Guidelines. (2018, August 31). Retrieved April 28, 2020, from http://udlguidelines.cast.org/

What is Universal Design for Learning (UDL)? (2017, November 2). Retrieved April 27, 2020, from https://www.youtube.com/watch?v=AGQ_7K35ysA