Universal Design for Learning (UDL)

Question 1 

Universal design for learning (UDL) can be concetualized as a learning guideline framework for teachers. The guidelines help teachers to develop and employ flexible teaching techniques, materials and strategies that ensure all students are engaged and challenged through out the learning session. This framework aims at eradicating the flaws in the traditional learning approaches which placed students in an inactive state in the learning process . The students’ passive mode meant th at their prime responsibility was that of memorizing facts that were presented to them. In contrast, UDL takes into account the students’ diverse capabilities and preference s . It also takes into accoun t the physical and intellectual differences or abilities in the learning process . This ensures that the teachers presen t materials in a form that each student can understand an d articulate ( Tzivinikou , 201 4 ).

The universal design for learning framework is designed and implemented in representation, action and engagement phases . These phases are dubbed principles. The representation principle reckons that teachers should develop and utilize learning materials in multiple formats to enhance students ’ understanding. Learners have different preferences and levels of understanding when reading from various content formats ( Tzivinikou , 201 4 ). Teachers should thus prepare print, audio, visual materials as well as undertake training on background information regarding a topic to enhance student understanding. The presentation of content in multiple formats ensures that all learner requirements are met since they can access the content without any challenges . 

The action and expression principle outlines that a teacher should allow students to express their understanding or mastery of skills in numerous ways. This offe rs flexibility in the modeling of a skill while giving the teacher a chance to provide timely corrective feedback. Learners are given the privilege to either present verbally, in the form of writing, audio file o r graphic representation . They can also provide a model of the skill learned. This way , individual learner weaknesses, and barriers are eradicated while uplifting the learners' strengths. The engagement principle , on the other hand , require s teachers to present their learners with engaging content that also stimulate s and challenge s them while learning ( Tzivinikou , 201 4 ). This ensures that learners are constantly motivated and engaged in the learning process. This can be achieved by pro viding relevant and adequate examples as well as foster ing collaboration in the learning process . 

Question 2 

The three UDL principles cut across all the components of the framework. Thus, in the development of goals , t eachers have to define what skills and competencies they want their learners to obtain from a given lesson. Subsequently, t h e skills and competencies that teachers expect their learners to comprehend forms the learning goals (Dunn & Pérez, 2012).

Question 3 

Question 4 

To ensure that the learners are engaged and understand the learning goals , I would apply demonstration s and use of pictures to deliver the lesson. D emonstration s would provide the lesson background information by introducing the learners to the various parts of the plants while providing an opportunity for them to touch and feel the particular plants. This would help improve comprehensio n since the learners can relate to the pictures used in class to support note-taking. To measure how well the learners have grasped the different types of plants , I would give them a comprehensive test that covers physical identification, pictorial identification, and drawing of the plants and their essential parts. This will ensure that all the students’ comprehension capabilities are evaluated. The exercise w ould be handled partly in groups and individually to ensure that all learners meet the lesson goals. F ield visits, drawings, and group tasks would also ensure that the students are actively involved through out the lesson (Dunn & Pérez, 2012).

Question 5

References

Dunn, A., & Pérez, L. F. (2012). Universal Design for Learning (UDL) in action: The smart inclusion toolkit.  Teaching Exceptional Children ,  45 (2), 41. 

Tzivinikou, S. (2014). Universal design for learning - A pplication in higher education: A greek paradigm.  Problems of Education in the 21st Century ,  60 .