Universal Design for Learning (UDL) is a mindset or way of thinking about how we teach, how we learn and how we create opportunities that are equitable for all learners to succeed.
Morin (2021) describes UDL as an approach that offers flexibility in the ways that learners are able to access materials and engage with content and demonstrate what they know.
Further Understood.org describes the 3 main principles of UDL:
- Representation: UDL recommends presenting information in multiple formats. Ex. text, audio, video, hands-on learning.
- Action and expression: UDL encourages giving learners multiple ways to interact with the curriculum and multiple ways to express understanding. Ex. letting a student choose between doing an oral exam vs. writing a test vs. doing a small group project. (understood.org)
- Engagement: UDL supports teachers to explore varied ways to motivate learners. Providing learners with the autonomy to make choices about their learning.
Differentiation is a way of teaching; it is not a program or package for instruction. Differentiating instruction means that you observe and understand the differences and similarities among learners and use this information to plan instruction.
A wonderful resource to check out on Differentiation can be found here.
Check out this video from differentiatedinstruction.ca on Leveraging Technology for Action and Expression using Google Chrome
Photo by Christian Wiediger on Unsplash
As well as this video on Leveraging Technology for Action and Expression using a Laptop/ Computer
Photo by Jeswin Thomas on Unsplash
Scholastics (2021) have listed key principles that provide the foundation of differentiated instruction. They are as follows:
- Ongoing, formative assessment: Educators assess on a continual basis, identifying learners’ strengths and stretches and use this information to best meet the diverse needs of their students.
- Recognition of diverse learners: Learners today have diverse levels and abilities as well as have had diverse experiences with reading, writing, critical thinking, problem solving and speaking.
- Group Work: Students collaborate in pairs and small groups. Learning in groups allow students to engage in meaningful discussions and allow educators to observe and take note of both social interactions and academic discussions about the content covered.
- Problem Solving: The focus in classrooms in utilizing differentiated instruction is not to focus solely on the content or “the book’ but rather it encourages learners to explore the big ideas and engage in critical thinking to gain understanding of key concepts.
- Choice: Educators offer students choice in their reading and writing as well as in how they choose to demonstrate their level of understanding through the projects they complete. Learners are provided with the autonomy to choose assignments which meet learners’ diverse needs and interests and ultimately increase learner motivation.