I really struggle when someone asks me, “What does UDL look like?” It is not because I don’t know the answer. It’s because I don’t know what it looks like for YOU. As the brilliant Dr. Liz Berquist explains in UDL: Moving from Exploration to Integration,
“Because the implementation of UDL is variable and unique - in this sense it is a model of UDL itself. UDL looks different in every learning environment, just as it looks different in every school, district, and state. Although there are patterns to be found in this variability, there is no right way to implement the UDL framework.”
Universal Design for Learning (UDL) is not just a framework for curriculum design. It is a belief that all students are capable of learning and that instructional methods, when implemented intentionally, can help all students succeed.
So, maybe the better question to ask is, “What are the patterns of UDL?”
To put it simply, when teachers implement UDL, students have choices. And those choices allow all students to access rigorous, standards-based curriculum. What kind of choices? There are four interrelated components of a UDL curriculum and when implemented well, students have choice in all four areas. First, let’s unpack those four areas.
As CAST notes, “within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means.” Oftentimes, teachers create goals that include embedded methods. For example, “All students will learn how to write arguments by giving a persuasive speech about which new club belongs in our school.” When teachers can step back and see the goal, “Write arguments,” they could provide numerous choices for students to achieve that goal that doesn’t require all students to stand up in class and read a speech about a club. Ask yourself this: Is the standard actually requiring that students all do the exact same thing in the same way? (The answer is always no!)
Methods are the instructional decisions, approaches, procedures, or routines that expert teachers use to accelerate or enhance learning. Oftentimes, however, all students are expected to follow the same procedures in how they learn or express their knowledge (read a short blog on UDL and the Death of Lecturing).
Materials are usually seen as the media used to present learning content and what the learner uses to demonstrate knowledge, but oftentimes, the same materials are provided to all students. I call this “packet syndrome.” CAST calls it, “one-size-fits-all,” teaching and learning.
Assessments are an expression of student learning. When designing assessments, it’s critical that teachers consider exactly what students need to know and do and then strip away any specific methods that have been tied to the goal. Essentially, when reviewing your standards, you will ask yourself, “How will students provide evidence that they met the goal? Can they have choices?”
Now that you have a better sense of the types of choices you’re looking for, you may still be wondering how each of the principles of UDL translates into choices for students. The following may be helpful.
Students are engaged in authentic, relevant learning opportunities.
Content and skills are presented in multiple ways and students have a choice about which methods and materials to use to reach the goal.
Students are provided with choice and/or scaffolding when expressing their knowledge in formative and summative assessments.
Check out the following videos and consider how these teachers provide students with choices by using the UDL Guidelines. Remember, you don’t have to do what these teachers do to implement UDL, but you will see that there are patterns between them.
In UDL-topia, students have choices in goals, methods, materials and assessments, and these choices are both engaging and accessible. But early UDL implementation may be only focused on providing choices in one or more areas, so when you’re looking for the UDL principles in action, you may see glimpses in a class that is not yet universally designed for all learners to be able to personalize their learning experience in meaningful ways. So, how do you move from point A to point B? As with all things UDL, you need to personalize that process for you and your students, and that starts with asking them for their feedback.
In UDL, student voice is optimized. Strong UDL practice starts with collaborating with students to ask students what they need to be successful. David Rose once said,
“Teaching, at its core, is emotional work.”
I truly believe that students know what they need to be successful and that everything that they need to follow their passion and achieve their dreams is inside of them. We as educators have a tremendous opportunity to learn more about our teaching from our students if we are open and ask the right questions and listen to their answers.
So, here is my official answer, if all students are working toward the same rigorous standards but making choices that allow them to honor their strengths, challenge themselves and follow their passions, then that’s what UDL looks like.
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Editor's Note: This post has been updated from its original publication.