② LO#2: Universal Design for Learning: Design with Equity in Mind

Design with Equity in Mind

 

Reflective Prompt: Describe the average student in your class.

 

What is it?

Universal Design for Learning (UDL) is a framework used to create more inclusive and effective learning experiences that benefit everyone. 

 

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In the book, Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race Links to an external site., Beverly Daniel Tatum stresses impact over intentions; that while the intent is not to exclude our learners, the impact may be that courses aren't accessible, engaging, culturally sustaining, and linguistically designed.

 

Why use it?

To design a course for the "average" student may feel fair but in fact, single pathways are exclusionary. Many traditional course design approaches perpetuate privilege - expecting all learners to read the same texts (at the same pace); to listen to the same lectures; to access the same materials; and complete the same learning activities and assessments. Yet, learners come with a variety of backgrounds - ages, languages, ethnic, cultural, racial, gender, learning preferences, disabilities, and versatility in overall life expectations. In this way, many individual learners with their unique interests, motivation levels, experiences, and background knowledge are more than often overlooked. When considering such variability, data show that students' lack of sense of belonging can impact their retention (Bello, 2018; Booker, 2016).

The Universal Design for Learning (UDL) framework has been shown to be an effective approach for designing inclusive and effective learning experiences. It promotes “teaching to the margins” by anticipating and honoring the neurodiversity within the class.

How do I use it?

In UDL, multiple means refer to varied ways in which information can be presented, how learners can engage with that information, and the different options for learners to express their understanding. It encompasses the idea that there is no single optimal method for teaching or learning; instead, there should be multiple and flexible ways to present information and assess learning, catering to the diverse needs and preferences of individual learners.

 

The following information provides "High Touch" and "High Tech" options to provide multiple means of: 1) representation (varied ways to communicate the content being taught); 2) multiple means of action and expression (varied ways for learners to communicate what they know and can do; and 3) multiple means of engagement (varied ways to spark students' interests and autonomy).

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References   Bass, G., & Lawrence-Riddell, M. (2020, January 6). UDL: A powerful framework Links to an external site.. Faculty Focus.  CAST. (2018). Universal design for learning guidelines version 2.2 Links to an external site..  CAST. (n.d.). UDL on campus Links to an external site.. [website with tools and resources]. Fritzgerald, A. [CAST_UDL]. (2020, October, 21). Sharing stories: Antiracism and universal design for learning Links to an external site.. [Video]. YouTube. Gonzalez, J. (2018). Ten ways educators can take action in pursuit of equity Links to an external site.. Cult of Pedagogy. Links to an external site. Oregon State University, Office of Institutional Diversity. (n.d.). Guidance for diversity, equity and inclusion learning.  Seok, S., DaCosta, B., & Hodges, R. (2018). A systematic review of empirically based universal design for learning: Implementation and effectiveness of universal design in education for students with and without disabilities at the postsecondary level. Open Journal of Social Sciences, 6, 171-189.  Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd Ed.). ASCD.