The Learning Resources portion of this CEM contains two sections which are further subdivided into two parts each:
- Section I
- Part 1: Introduction
- Part 2: The UDL Framework
- Section II
- Part 3: Putting UDL Into Action
- Part 4: A Deeper Dive Into UDL Implementation
Here is our recommendation for using these resources
Although these resources are versatile and applicable for a variety of settings, there is a common framework for use.
First of all, you should download both the Anchor Presentation and the Facilitation Guide. The person providing the professional development or teaching the course will use these as their presentation. Once you decide which sections you will use, you can download and print the corresponding handouts for your PD participants or students. Which handouts are needed at which points is outlined in the Facilitation Guide.
Introduction This part introduces participants to Universal Design for Learning, including where it came from and the model of learner variability that it is based on. In this section, participants will begin a KWL chart, watch two videos about Universal Design in architecture and design, connect ideas in architecture and product design to classrooms and curricular design, interact with the learner variability model and watch a video that describes the learner variability model, get introduced to the idea of equitable opportunities, and become familiar with some key vocabulary.
UDL Framework The second part of the presentation is a general overview of how to use the UDL framework for planning instruction for diverse learners. Part 2 is divided into sections that address the major ideas that are in CEEDAR’s knowledge paper, the Innovation Configuration (IC) titled Universal Design for Learning: Recommendations for Teacher Preparation and Professional Development. The major ideas from the IC have been framed as questions for this part of the presentation and are: 1. How can the Universal Design for Learning framework reduce barriers to learning and support high expectations for learning? 2. How can we apply the four curricular pillars of UDL implementation (i.e. goals, instruction, materials, and assessment) in different instructional contexts? 3. What are the three principles of UDL framework and how do they apply to instructional planning, instruction, and environments that support learning? 4. How can the nine UDL guidelines and accompanying checkpoints be used to create instructional environments that support learning?
Those participating in the class will need Handouts 1, 2 and 3 for Part 1 and Handouts 4, 5, and 6 for Part 2 as shown in the Facilitation Guide.
Putting UDL into Action This section gives participants an opportunity to practice planning instruction using the UDL framework. It starts with a review of what UDL is compared to traditional practice and then addresses each of the following questions: 1. How can we proactively plan instruction using the Universal Design for Learning principles, guidelines, and accompanying checkpoints? 2. How can we create and evaluate learning environments that align with the Universal Design for Learning Framework? 3. How do we identify and strategically use materials, curricula, and technologies that align instruction with the Universal Design for Learning framework? 4. How do we use progress monitoring and data-based decision making to inform instruction and student learning in order to provide timely mastery-oriented feedback? 5. How do we strategically integrate evidence-based practices into Universal Design for Learning planning, teaching, and assessment?
A Deeper Dive into UDL Implementation This section provides one more opportunity for participants to clarify any remaining confusion about UDL, reconsider learner variability and learn additional ways to present information and have students demonstrate their learning. Part 4 addresses planning instruction and assessing the work of the teacher candidate and k-12 students using the principles and guidelines of UDL.