The Universal Design for learning(UDL) is a framework that focuses on the improvement and the optimization of learning and teaching for all individuals based on the scientific acumens into the teaching of the human beings (CAST, 2018). The facilitators can use the guidelines explained by the UDL, researchers in the field of education, parents, and the developers of the curriculum and general implementers of the UDL framework in the various learning environments. The UDL guidelines are known to offer concrete suggestions that can apply to the multiple levels of learning for the different students in the world (CAST, 2018). One of the strengths of the UDL is that it enhances the physical, learning, and the work surroundings to make them more favorable for the learners in the various learning levels. Its applicability to the modern learning ideologies such as the offering of equal learning opportunities for the people living disabilities as the other people in the society is another plus (CAST, 2018). In as much as the UDL is all-encompassing for the students living with disabilities, the model of learning does not take into consideration the other disabilities that students may have such as speaking and solving math problems. Autism and ADHD are the other conditions that may negatively influence the students learning in line with UDL.
The five E's of teaching and learning start with the exploration (Bybee, 2015). Typically, students come to the classroom with varying quantities of information regarding the topic of discussion in a lesson. The prior knowledge of the students may or may not be congruent with the discussion. It is therefore imperative for an educator to engage the students to find out what they already know. The other E is exploring (Bybee, 2015). Under this stage, students gauge their knowledge in the class by attempting to provide solutions to basic scientific problems. To facilitate the same, an instructor may choose to use small discussion groups. The other E is exploring where the students connect their current level of learning with their past exposures to understand phenomena better (Bybee, 2015). The next stage is the elaboration stage where the educator is fully involved in reinforcing what the students already know regarding a topic and correcting their learning mistakes. The last E targets evaluation where the educator monitors the extent of knowledge that his or her students have by administering tests and activities (Bybee, 2015). The main strength identified with the mode of learning is that the stages are outlined in a systematic manner that makes it convenient for both the students and their facilitator. The major weakness associated with it is that it takes too much time to complete all the phases, which may affect the motivation of students.
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The backward design for learning is a tool, which leads to the designing of the instructional materials where the educator initiates the process of design by focusing keenly on the desired outcomes of teaching (Learning Theories, 2017). In the course of education, the facilitator then gets involved in other activities such as giving the children supporting exercises and the resources such as textbooks and other reading materials. The instructor then asks what the students will understand from the lesson and what they can do differently after it (Learning Theories, 2017). One of the strengths of the backward design learning model is that it promotes the dedication on the part of the educators and the learners. The focus on the results of the learning process motivates the learners and their teachers to stick to the pans of the backward design of learning (Learning Theories, 2017). The learning experiences for the students are also favorable on their part due to the proper planning that is conducted at the beginning of the learning experience. One of the weaknesses of the backward design of learning is that it may get confusing for the learners to monitor and control their learning requirements.
References
Bybee, R. W. (2015). 5E instructional model: creating teachable moments. Arlington: NSTA .
CAST. (2018, August 31). UDL: The UDL guidelines . Retrieved from http://udlguidelines.cast.org/
Learning Theories. (2017, September 16). Backward design . Retrieved from https://www.learning-theories.com/backward-design.html
