UDL Habit #1 Get clear on the goal
At first, Universal Design for Learning may feel overwhelming. So, let’s start small because, in simplest form, UDL is about removing barriers and providing flexibility in how a goal can be achieved.
Instead of thinking about an entire lesson, build UDL habits through moments in time. Focus on identifying a specific moment in your day such as greeting students, completing a “warm up” activity or completing an exit slip.
Ask yourself, what’s one OTHER way to reach this goal? “Plus-1 Thinking” is a great way to start applying the UDL design process. Take just one daily moment, think of a potential barrier to success in that moment, and then provide one more way for students to achieve the goal in addition to what you planned.
The first habit is to get clear on the goal. To effectively implement UDL, we need to establish goals that clearly answer the question - What do we expect all learners to know?
Keep the rigor of your goals in check by using your school’s curriculum and/or the PA State standards to ensure you are on target.
To learn more about developing UDL Habits by setting clear, rigorous, and flexible goals, consider this resource CAST - UDL Tips for Designing Learning Goals or view this brief clip from Katie Novak.
UDL Habit #2 Predicting and Identifying Barriers
In the last episode of Building UDL Habits, we learned to begin with a clear, rigorous goal that is separate from the means. Now it is time to consider honing the next UDL Habit which requires us to predict what barriers might interfere with achieving the learning goal.
- Barriers are not found in people. Barriers are found in the environment, which include the materials, the methods, the assessments, and even the curriculum. Perhaps you’ve heard someone say, “the students aren’t paying attention in class.” This makes it sound like the barrier is the students. The more accurate identification of the barrier would be to state that “there are distractions in the classroom that interrupt students’ attention.” Or…maybe you’ve heard a statement such as, “a student is failing science because he/she can’t read.” However, the student is not the barrier. The barrier is the text. Therefore, a more accurate statement would be, “the text level is too challenging for students to comprehend.”
- When the barrier is accurately identified, it becomes easier to determine possible options for overcoming or removing the barrier.
If you’d like to know more about how to predict and identify barriers from a UDL perspective, consider this resource by Allison Posey, “How to Break Down Barriers to Learning with UDL”.
For additional information on barriers, check out this 4-minute video from the UDL Implementation and Research Network (IRN)
UDL Habit #3 Learner Variability
Designing from a UDL perspective takes practice. As we refine and strengthen these habits, we will be able to design learning experiences that provide equity and access for all. We’ve been building these habits by creating clear goals (Habit #1) and predicting barriers that may interfere with achieving the goal (Habit #2). Now we’re ready to build Habit #3, recognizing and embracing learner variability. Research shows that there is no such thing as an average learner. UDL recognizes learner variability as the true norm and reminds us that variability can change based on context. By recognizing learner variability, we will provide options so all learners can find success with the learning goal.
If you’d like to learn more about learner variability, consider watching this 3-minute video from the UDL Implementation and Research Network.
If you’d like to consider your own variability, complete this “learner profile”. Then, think about how your own variability might change if the context changed (i.e. bad night’s sleep, not feeling well, argument with a colleague, etc.)
UDL Habit #4 Provide Multiple Means of Engagement, Representation, and Action & Expression
By developing clear goals, predicting barriers to the goal, and embracing learner variability, we are ready for Habit #4 - designing learning opportunities that provide multiple pathways and/or options so that all learners can achieve the goal. The UDL Guidelines are an essential tool that will help us identify options such as how to recruit and sustain student interest with the learning (Engagement); how to help learners perceive and make sense of the learning (Representation), and how to provide options so that learners can demonstrate their learning (Action & Expression).
Consider exploring the UDL Interactive Guidelines on the CAST website, to further your knowledge of how to provide multiple means of Engagement, Representation, and Action & Expression. If this tool is new to you, you may also want to read more about the Guidelines Structure or watch this brief video by David Rose on how to best interpret the UDL Guidelines.
UDL Habits Putting it all Together
We are committed to designing learning with a UDL mindset by starting small. Practice designing for small moments in time and apply the 4 UDL habits to those moments. For example, consider one moment within a math lesson, such as introducing the skill of the day or the independent practice of the new skill. Regardless of the moment, consider the UDL Habits:
- Get Clear on the Goal
- Predict Barriers to the Goal
- Recognize and Embrace the Variability of your Learners
- Provide Multiple Means of Engagement, Representation, or Action & Expression
As you design in this manner, your UDL lens will become clear and you will be able to apply this process on a bigger scale.
Consider using this UDL Habits graphic organizer to help you integrate UDL into practice and apply the UDL Habits in your design process.
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