Universal Design for Learning, - Coggle Diagram
Universal Design for Learning
Universal Design for Learning (UDL)
Core concepts of UDL
Universality and equity
Teaching is tailored to draw on the strengths and meet the needs of all students
Awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit individual learners and maximize their ability to progress
Plan learning opportunities that will extend the learning of all students, whatever their level of achievement, and help each one reach his or her potential.
Flexibility and inclusiveness
Students are accommodated through:
A variety of teaching strategies and pedagogical materials that are relevant, engaging, and responsive to their learning needs
A variety of technological media and tools
Different types of assessment strategies. During assessments, students have access to the same supports that they have during instruction unless those supports undermine the purpose of the assessment.
Appropriately designed space
All students should have a clear line of sight.
All learning materials, including print, electronic, and interactive texts, are within comfortable reach of all student
There is adequate space for assistive devices or teacher’s assistants
Communicating consistent and achievable expectations
Collaborating with students to construct learning goals, using clear, student-friendly language
Arranging information sequentially to clarify its relative importance
Breaking instructions down into small steps
Providing descriptive feedback during the learning
A checklist to guide classroom practice
Use the class profile and plan from the outset to provide the types of learning materials, resources, and technologies that capitalize on the strengths and address the needs of all students.
Collaborate with students to construct learning goals. Check in with students to ensure learning goals are inderstood
Document and analyse evidence of student learning. Provide ongoing assessment.
Use a variety of teaching and learning materials that represent all modalities
Use multiple means of presentation, at various levels of difficulty, as appropriate for the students in the class (e.g., present information using visual, auditory, and kinesthetic formats during instruction). Make varied use of space.
Ensure adequate space and a minimum of distractions, so that students can concentrate on instructional elements.
Ensure that the classroom is a caring and safe learning environment.