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Hello, EduMagicians! In this week’s episode of the EduMagic Podcast, Dr. Sam Fecich dives into Universal Design for Learning (UDL) strategies with Sarah Grossi, an educator with extensive experience in inclusive instructional techniques. In this post, we’ll unpack key UDL insights, tools, and real-world examples that Sarah shared to help teachers create engaging and accessible learning environments. Whether you’re a new or experienced teacher, implementing UDL can foster a classroom that meets the needs of all students.
What Is UDL?
Universal Design for Learning, or UDL, is a framework designed to make learning environments accessible, inclusive, equitable, and challenging for every learner. Rather than adapting after a student has trouble, UDL encourages proactive lesson design that breaks down barriers to learning from the start. UDL focuses on ensuring that the environment, not the student, is adjusted so all learners can succeed.
The CAST organization has developed a comprehensive framework known as UDL 3.0, which breaks UDL into three main areas:
Engagement: How do we spark and sustain student interest?
Representation: How do we present information so all students can understand?
Action and Expression: How do we give students options to demonstrate what they know?
Introducing Sarah Grossi’s UDL Journey
Sarah Grossi, our guest, has a rich background in education, including roles as a high school careers and education instructor, early childhood adjunct professor, and a faculty member for CAST, the creators of UDL. She brings a wealth of experience from teaching various age groups, making her insights into UDL valuable for teachers at any level.
Sarah’s high school students gain Level 1 UDL certification through CAST by the time they graduate. This certification prepares them with foundational knowledge in UDL, giving them a leg up as future educators. Her background serves as a testament to how UDL can benefit both students and teachers, enabling them to create more inclusive classrooms.
To make UDL practical, it’s helpful to break it down into its core areas. Here’s a closer look at each:
Engagement: Keeping Students Interested and Motivated
UDL emphasizes that engagement is key to unlocking student potential. Sarah provides some valuable examples of how to think about engagement in your classroom:
Use flexible seating: If students can’t sit still during reading time, consider allowing them to move or use fidget toys. Engagement is about the goal of Learning, not strict behavior compliance.
Choice boards and variety in assignments: Allowing students a choice in how they approach assignments can increase interest and personal investment in the task.
Representation: Presenting Information Accessibly
In the UDL framework, representation is about ensuring that students can understand the material presented. Think of it as presenting content in various formats to make it accessible to all learners.
Closed captions: Even if only one student requires captions, they can benefit the whole class.
Assistive technology and visual aids: Many tools can help make complex information digestible for all students, regardless of their learning needs.
Action and Expression: Providing Multiple Ways to Demonstrate Knowledge
Instead of adopting a one-size-fits-all approach, UDL encourages teachers to allow students various ways to demonstrate their understanding.
Alternative assignments: Instead of a traditional paper, consider allowing students to demonstrate knowledge through a website, puppet show, or even a mobile app. Sarah shared a creative example of a student building a 3D model to explain a theory, which allowed for deeper Learning and engagement.
Flexible performance options: Assignments like mobile projects, sculptures, and video submissions encourage creativity and can often demonstrate understanding more effectively than traditional papers.
How UDL Differs from Differentiation
It’s easy to confuse UDL with differentiation, but they’re not the same. UDL involves designing lessons to accommodate all students from the beginning, while differentiation is adjusting instruction based on individual student needs. Sarah suggests thinking of UDL as a “buffet of choice,” where students select from a range of options. Differentiation, on the other hand, is like making customized “meals” for each student, which is valuable but can be time-consuming.
UDL’s flexibility makes it easier to meet the needs of all students without customizing for each individual. Sarah shared several examples of how UDL principles play out in her classroom:
1. Field Experience for High School Students: Sarah’s high school program includes two days of field experience each week. Students work with children in different age groups and settings, from infant programs to middle school classrooms. This experience helps students “build their teaching muscle” over time.
2. Inclusive Project Design: Sarah spoke about a manufacturing class project where students created custom cribbage boards. By incorporating personal logos or brands, the project became more engaging and challenging, requiring them to apply their Learning in unique ways.
3. Alternative Ways to Demonstrate Learning: One of Sarah’s students once created a puppet show to explain a psychological theory. This creative project required them to apply their knowledge deeply and authentically.
Resources and Certification for UDL
For those interested in deepening their UDL knowledge, CAST offers Level 1 UDL certification, which provides a strong foundation in the UDL framework. Sarah’s students gain this certification by graduation, preparing them for inclusive teaching.
The CAST website (CAST.org) offers various resources, including webinars, templates, and detailed descriptions of each UDL component. If you’re looking for specific classroom examples, they’ve also added a new, user-friendly version of the UDL guidelines that includes practical classroom applications for each area of engagement, representation, and expression.
The Power of Student Choice in UDL
UDL isn’t just about accessibility; it’s also about empowering students to make choices that enhance their Learning. By offering multiple paths to achieve the same learning goal, students can select the methods that resonate with their strengths and interests. For example, Sarah mentioned how offering flexible ways to demonstrate knowledge gives students more control over their Learning. It aligns with UDL’s focus on creating a classroom that’s inclusive, responsive, and challenging for everyone.
Building a UDL-Friendly Professional Network
Incorporating UDL can be challenging, but connecting with a professional network can provide inspiration and support. Here are a few recommendations:
Follow educational thought leaders: Sarah recommends educators like Tisha Richmond, who shares UDL and classroom engagement strategies. Tisha’s book, Make Learning Magical, explores ways to engage students through creative and inclusive teaching practices.
Leverage online resources: The CAST website offers examples, templates, and tools to support teachers in creating UDL-aligned lesson plans.
UDL Tips for New Teachers
Implementing UDL as a new teacher may feel overwhelming, but start small with these tips:
1. Start with one area of UDL: Pick a focus, like engagement, and test strategies that work for you. Build from there as you gain confidence.
2. Use ready-made resource: CAST’s website offers templates and frameworks that can save time.
3. View accommodations as best practices: Closed captions, flexible seating, and choice boards can benefit all students, not just those with documented needs.
4. Experiment with student choice: Small steps like offering alternative assignment formats can make a big impact.
UDL helps teachers unlock the potential in every learner, focusing on building a classroom where all students feel capable, motivated, and included. By integrating UDL, you’re designing an environment that’s proactive and empowering for students, allowing them to choose their learning paths while meeting high standards. As Sarah highlights, UDL is not only beneficial for student learning but also essential in creating an equitable, inclusive classroom.
Stay tuned for more UDL discussions on EduMagic, and remember to check out CAST’s website for additional resources. For those inspired by Sarah’s examples, consider pursuing CAST’s Level 1 UDL credential to bring even more inclusive strategies into your classroom.
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