When You Design for Everyone, EVERYONE Benefits from the Design
ฝัง
- เผยแพร่เมื่อ 2 มิ.ย. 2024
- Universal Design for Learning (UDL) is an inclusive pedagogical framework. In this video, I share the basics of UDL and a few practical ideas for implementing it.
Transcript:
In the early 1960s, visionary architect Selwyn Goldsmith designed the initial curb cut or dropped curb to encourage people with limited mobility to have access to city sidewalks. It was part of a larger movement (led by disability advocates) toward universal access in the built environment by changing policies, systems, and structures to promote full inclusion.
In the last few decades, architects, product developers, and UX designers have embraced this philosophy of universal design. Coined by architect Ronald Mace, universal design is built on the core belief that we should design environments to be useable by all people, "without the need for adaptation or specialized design."
This inclusive approach allows everyone to benefit from such designs.
Hence, caregivers pushing strollers benefit from curb cuts.
Similarly, viewers use closed captioning on videos regardless of hearing.
In other words, when you design for everyone, everyone benefits from the design.
Universal Design for Learning (UDL) applies this same philosophy of universal design to every aspect of learning, from learning spaces to materials to instruction and assessment to classroom culture and behavior management.
Built around cognitive neuroscience, UDL is an inclusive educational framework that seeks to remove barriers while also keeping the learning challenging for all students.
A UDL approach includes a paradigm shift from
-from a deficit mindset to neurodiversity
-from singular accommodations to universally accessible scaffolds and supports
-from a teacher-centric view to a student-centered approach centered on student agency
In the 1990's, Dr. David Rose and the Center for Applied Special Technology (CAST) articulated the three UDL principals:
#1: Multiple means of engagement which focuses on the affective networks or the Why of Learning
#2: Multiple means of representation which focuses on the recognition network or the What of Learning
#3: Multiple means of action and expression which focuses on the strategic networks or the How of Learning
So what does this actually look like in the classroom? Well, there is no set prescriptive way but here are some ideas.
When it comes to the why of learning, teachers can focus on student interests, agency, and motivation. This helps students become self-directed, meaning they are self-starters and self-managers. It starts with student choice.
This might include choice menus, launching a Genius Hour, letting students select what they read or what problem they solve in math.
They can also pursue their questions with a Wonder Day activity or an inquiry-based learning project which starts with a provocation, which leads the students to ask their own questions, engage in research and data gathering where they then analyze the data and share their insights with others.
As educators, we can build interdependency into student collaboration so that every student has a voice in the learning community. Interdependence is that overlap where students work independently but still depend on each other.
This sense of ownership can help promote student self-regulation. Students can see their progress toward mastery as they set goals, monitor their progress, and reflect on their learning.
When it comes to what students learn, we can provide learners multiple methods for accessing the learning content. This might include using multiple font sizes, closed captioning, text-to speech technology, or the ability to change speed in audio and video.
It's also what happens when we front-loaded vocabulary and provide sentence frames that any students can access. It might also include incorporate graphic organizers or visuals to help process information as well as providing slideshows in advance.
When it comes to how students learn, we can provide learners with multiple methods for demonstrating what they are learning. They might include flexibility on timing and due dates for assignments and projects but it also might mean additional think time or more opportunities for practice and retrieval during a lesson.
We can provide calendars and checklists as well as project blueprints that break down tasks for students. We can provide choices for the methods students use to solve problems or the media format of their finished products.
Universal Design for Learning embraces the diversity of all learners so that all students are empowered to become self-directed problem-solvers and lifelong learners.
Thanks for casting light on UDL. I find the video very helpful!
Glad it was helpful!
Researching UDL for a workshop I'm teaching in the summer with group of international students. Great video to synthesize ideas and learning approaches for EVERYONE. Clearly explained and outlined, thanks!
Glad it was helpful!
Thanks for sharing this. I work with AVID and IB schools in my district and tenants shared in this video are evident in the programs I support. This is a quick video that will help to show teachers the powerful instruction that comes from inclusivity. I also appreciate the practical ideas included!
Just used your video with our new staff. It's a terrific overview - clear and inspirational!
I will be sharing this with my fellow education nerds. I have not seen this explained so well in so short of a time!
UDL=great for all!
Thx for the explanation--very clear. I'm incorporating "Reading Art Across the curriculum to make learning experiences inclusive for all.
Love the explanation of UDL!
I am sharing out UDL strategies tomorrow with a group of educators. This video will be a perfect support for their learning!!
I am conducting an action research using udl as a framework in an language class....this was helpful
A clear, coherent relevant resource I am going to reference as we circle back with professional learning for teachers new to and developing capability in working in integrated curriculum teams. Kia ora rawe atu...many thanks.
As an ESL teacher, all of the accommodation that I advocate for my students are highlighted in your video as part of the UDL model. Thank you for inpiring educators to learn more about UDL so that we can better serve ALL of our students and support them to be self-directed problem solvers and lifelong learners.
I used to teach ELL / ESL as well and I totally agree that the language scaffolds we do for English learners help all students!
Great video! I had a lightbulb moment while watching. :D Thank you!
Glad you enjoyed it!
Excellent visuals here!
1. You posted this on my birthday this year.
2. This was helpful. Sam of New EdTech Classroom and I are building out a 21st century teacher training platform that has it's basis in UDL and TPACK and this helped me make a little more sense of the UDL framework :)
3. Hope you're well and happy holidays :)
UDL is a must if you want to create inclusive learning. Great video!
Fabulous one...Thank you🤩👏👏👏🙌🙏
Hello John! Were you a Montessori student, by any chance? This describes much of what Montessori education is about! What a relief that this mental structure/paradigm is being introduced to the world at large! Thank you for your work and sharing it.
Great video. Well written
thank you for this clear explanation of what UDL is. I found this video really intuitive and helpful for my Teaching Methodologies university exam. 👏👏
This video is very useful and I am using it to create a discussion at an international conference for postsecondary education faculty and staff.
I havent used it, but I think it is very interesting and useful ! I will give it a try. Thanks for the video 🥰
This is very helpful. Thank you so much.. ☺️
Excellent. We are participating at UMGC in the Pilot META Designing Learner-Centered Environments class. Your video is very helpful! Thank you!
Glad it was helpful!
dude, love this! watched in class (Loyola) great job!
I plan to share this with my student teacher candidates!
Very cool! I hope they find it useful!
I'm just learning about it in my grad school class.
What have been some key takeaways for you?
Just started UDL training and your video was one of the options I had to choose from. I made a good choice.
Great to hear!
Great video! Thank you!
Glad you liked it!
i have searched a lot to understand UDL but ur video is the best among all
agreed
Hey John, for your how to do UDL, do you have references I can use.
This would be ideal for an assignment I’m currently doing. Thank you
I like this concept... Thank you
Glad it was helpful!
thank you!
Student teacher , thanks for the video
Glad you found it helpful!
@@spencereducation LOVE your videos! I often use them in PD sessions with teachers because they are short and to the point. I use so many of your resources to help teachers with differentiation for their classrooms. Thanks!!
good video!! I subbed👍🏼👍🏼👍🏼👍🏼👍🏼
nice video.
Hi John, thanks for the video. I'd like to use it for my ELT training Course, if I may.
How do you measure the UDL methodologies do work, vs traditional educations system which in general was less accommodating? I assume you look at the outcomes. What are the outcomes say for k-12 education system? It's fair to say it is the high school grads of the system. Can you say by certainty that 20 to 30 years of applying modern UDL strategies in k-12 education system has been successful? Are the students coming out more educated or less? How do you measure? ... Questions for thought.
It's a challenge to measure the effectiveness of UDL on something like student achievement because UDL is so multivariate and fidelity to the process varies greatly. When you dive into the research, you see some strong evidence within Hattie's research on the effect size of some of the UDL strategies. However, it's challenging to measure the effect when they are combined.
There's a great meta-analysis here as well: www.tandfonline.com/doi/full/10.1080/2331186X.2023.2218191
One bigger question I have is about the limitations of UDL. In other words, when might it lead to learned helplessness?
How does this work in the world of an art college where innate ability is still critical to processing and executing the work? How does this work relative to neuro-typical students who may not need or want the overall accommodation? Most of my students prefer on on one interactions. Some of the students with neuro diversity require smaller class sizes, less distractions and few social interactions.
All of these are fair. How do design for that when personnel and space design do not accommodate that? How do you design around meltdowns that will occur that neuro-typical students may have to wait for?
More importantly, how do you keep the college classroom challenging for those students who can meet the challenge when the sky-rocketing cost of college demands an ROI regarding a career?
This is where a broad design philosophy makes a difference. Universal Design can't always work perfectly but often there are strategies that can work that create small tweaks with big wins. Katie Novak has done some great work in this domain.
@@spencereducation In ten years of collegiate teaching in an art school, the biggest issue has not been in the classroom. The issue is between the weeks.
Homework doesn’t get done…and not for lack of understanding from the student, or lack of in class one on one instruction, or asynchronous video material, or samples of previous student work or a breakdown on how to distribute the work within 5 hours of homework. We have in class exercises, small group peer groups, lectures, demos…
The strategies are in place.
But I can’t hold a student’s hand and get them to work on issues that a behavioral therapist is best suited to help the student with. Or get them to work on the actual work at home or in the dorm.
Students want predetermined answers to the tests they can memorize and regurgitate like they had in Highschool, but that’s not something that works in art school where it’s all about creatively solving abstract visual problems with innate talent and one’s own thoroughly vetted creativity.
Very helpful! Working on increasing undergraduate online learners' access and comprehension. Not a subscriber. Thank you.
Glad it was helpful!
Are you aware that there are paid courses that are using clips from this material? Have you given implicit or explicit permission for such use?
I wasn't aware of that. What's the course?
Good, but too fast to capture
Isn't this philosophically untrue tho? It is impractical to attempt to include 'all', as some are objectively hostile to others. Take religion and evolution. Or gender ideology and sex education. One or the other must give way.
This isn't about universal philosophy. It's about universal access. It's the notion that all people have access to supports and scaffolds to access the learning.