Running Head: UNIVERSAL DESIGN FOR LEARNING

Universal Design for Learning:

Creating a Learning Environment that Challenges and Engages all Students
Andrea Gonzalez
University of St. Thomas
EDUC 5315 Instructional Leadership
Dr. Shaunta Singer
June 5, 2016

Assessments

Universal Design for Learning

1.) Briefly describe Universal Design for Learning. Make sure to include the three principles
of UDL.
a. UDL is teaching in a way that makes all learners active participants of the
classroom. Students analyze their learning in order to fully understand new
concepts. UDL encourages rigorous curriculum for each student no matter what
academic level they are on.
b. The three principles of UDL are:
i. Presentation using multiple formats to teach students
ii. Action and Expression allows students to demonstrate their learning in
multiple ways
iii. Engagement stimulates students interests and motivates them to learn
2.) When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind?
a. Teachers need to remember the two principles Presentation and Action and
Expression. If teachers are not careful they might be limiting the way a student
learns and/or presents their learning by inadvertently adding limiting verbs to the
goals. For instance, saying a student will read a chapter in a text book then
write a report on it. Reading and writing can present barriers when students
are simply trying to internalize the content. A better choice of words would be
learn or acquire knowledge about a specific topic, and present or
demonstrate their learning on said topic.
3.) Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a chapter on
colonial America. Hell lecture, write notes on the chalkboard, and give his students
handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research
colonial America in greater depth on the Internet and to give a three-to-five-minute oral
presentation. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans
to use. For each a) list any potential barriers, and b) suggest UDL solutions.

Universal Design for Learning

Components

Barriers

UDL Solution

Lecture/ notes on
chalkboard

- Needs to identify key points

- Needs to physically be able to take notes
- Students who struggle with reading will
struggle with listening to the teacher,
reading the notes, and writing down
information
- Needs to process aural information and be
able to hear

- Make the lecture into a PowerPoint and

provide note taking slides
- Video tape the lecture so students may
watch it over
- Provide graphics to anchor student
learning and activate prior knowledge

Handouts

- Students with visual impairments

- Struggling readers
- Requires students to process visual
information

- Provide digital text

-Include images

Internet research

-Needs to process visual information

- Needs to access background knowledge on
how to navigate through sites

-Use of library books

-Interview experts
-Audio books

Oral report

-Shy students
-Students with speech impairments
-Needs to understand the structure of, and
be able to compose, a report

-Student created PowerPoint

-Slide Show
-Video
-Act it out
-Presentation
-Diorama or Trifold
-Written report

4.) Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make
certain that you address the three principles of UDL. Describe the instructional methods
you would use to present the information, assess your students, and maintain their
engagement in the subject.
a. Presentation of Information
i. Bring in different kinds of (small) plants; bonsai tree, cactus, rose bush,
daisy, etc. Students can observe the plants and discuss with partners what
they already know to access prior knowledge.
3

Universal Design for Learning

ii. Bring in a 3D or 2D model of a plant for the students to physically
manipulate. Discuss the different parts of a plant and what they need to
survive.
iii. Create an anchor chart with words, symbols, pictures, and the physical
objects. The students will define key vocabulary words and parts of the
plant and life cycle.
iv. Students can complete a graphic organizer in written form, on the
computer, or verbally with a partner or on a tape recorder after the teacher
gives a short PowerPoint presentation about what was previously
discussed.
b. Action and Expression (accessing students)
i. Students can go on a guided nature walk around the school to identify
different plants on campus and in their neighborhood. During, students can
complete an I Spy or Bingo sheet with different parts of the plant with
labels, pictures, or symbols.
ii. For independent work students can do Choice Board Workstations and
choose from a variety of workstation activities to complete.
c. Maintain Engagement
i. For their assessment students will demonstrate their learning by creating
an example of the plant life cycle and explaining all the important parts
and functions of a plant.
ii. Students can create a diorama, trifold board, song, play, presentation, a
model with labels, poster board, video, write a paper, or any other idea that
is approved by the teacher.
5.) At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected
information about her students learning preferences and learning needs. Of her 29
students, 12 are primarily visual learners, 10 are primarily auditory learners, and 7 are
primarily kinesthetic learners. Additionally, two students struggle with reading and
4

Universal Design for Learning

several have difficulty planning and organizing writing assignments. Help Ms. Hamilton
to design a lesson about DNA. Make sure to state the learning goal and to identify
materials, instructional methods, and assessment techniques.
a. Learning Goal
i. Students will learn about the structure and function of DNA
b. Materials
i. 3D models of DNA
ii. Prewritten labels of important vocabulary and pictures to match
iii. Video with captions
iv. Handout/worksheet
v. Colored slips of paper and paper clips to attach the paper to students
clothing
vi. Computer stations
c. Instructional methods
i. For the introduction and explanation of what DNA is, the teacher will
provide 3D models of DNA. In small groups, students will do a brain
dump to access prior knowledge by using the premade labels to identify
the parts of the DNA model. Students will also use the vocabulary cards to
match the written text to the pictures.
1. DNA Cards: https://localbrookings.k12.sd.us/biology/teacherlinks/DNAactivities.htm or
http://gotgeniusgames.com/linkage/
ii. Students will watch a video with captions on the structure and function of
DNA with a note taking guide
1. https://www.youtube.com/watch?v=MQ5fqCJR0Yg
2. https://www.youtube.com/watch?v=QDK-rPz9VbI (This is also a
good example of a project a student could complete)
3. https://www.youtube.com/watch?v=qy8dk5iS1f0
iii. Students will be given the opportunity to choose what part of DNA they
would like to be. Each person will be given a color slip that designates a
specific part of DNA. The website provides a whole group, or the class
can be divided into smaller groups, activity where students act out the
5

Universal Design for Learning

parts and form a giant DNA model with their bodies as nucleotides.
http://www.ableweb.org/volumes/vol-22/mini.1.johnson.pdf
iv. During independent learning students can choose from their choice board
which would be composed of:
1. Complete a leveled graphic organizer; open ended questions,
matching with text only, or matching with text and pictures.
2. Students can also create questions to ask each other, or the teacher,
using Blooms Taxonomy:
http://webcache.googleusercontent.com/search?
q=cache:yCGKvoQfMQJ:qmplus.qmul.ac.uk/pluginfile.php/694379/mod_folder/conte
nt/0/Blooms%2520Taxonomy%2520Question%2520Stems.doc
%3Fforcedownload%3D1+&cd=9&hl=en&ct=clnk&gl=us (The
teacher can even use these questions for a short quiz)
3. Students can also access more information about the DNA
structure and engage in educational games by going to the link
below:
http://www.nobelprize.org/educational/medicine/dna_double_helix
/dnahelix.html
d. Assessment Techniques
i. Students will demonstrate their learning about the structure and function
of DNA by creating a product. Some examples are:
1. A game
2. A written paper with diagram
3. Model or diorama
4. A song or poem
5. Presentation
6. Flyer or newspaper article
7. Anything a student comes up with that is approved by the teacher
Example of rubrics:
6

Universal Design for Learning

https://webcache.googleusercontent.com/search?
q=cache:KPnfH49WQwgJ:https://www.filepicker.io/api/file/2qpGieZTQfycsKuPQJTU+&cd=9&

hl=en&ct=clnk&gl=us
http://webcache.googleusercontent.com/search?
q=cache:asF902XGvRQJ:www.mclouth.org/pages/uploaded_files/DNA%2520Model
%2520Grading%2520Rubric.doc+&cd=1&hl=en&ct=clnk&gl=us

Reflection
Universal Design for Learning (UDL) can help all teachers and students achieve the level of
excellence that is expected from school districts everywhere. UDL requires a paradigm shift in the sense
of teaching and looks to remove barriers to ensure all students learn. This class was thoroughly enjoyable
and relevant. It encouraged us to refine our teaching practices in the way of planning and preparing for a
lesson or unit. I choose to display this assignment because it got our feet wet in terms of using and
applying UDL strategies to a lesson and refining a lesson. This assignment took the learning from the
classroom to actual practice for next school year. Overall, UDL can benefit all teachers and students for
the betterment of learning and instruction.