Applying the UDL Guideles

"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all."

Using the next UDL checklist I will identify the features and barriers in my Goal-directed Instructional Design Plan for one of my CS Lessons. View Lesson

I. Provide Multiple Means of Representation

1. Provide options for perception = Feature: Using Moodle and adding different types of digital media resources will allow students to customize the display of information and also provide auditory and visual alternatives for information.

1.1 Customize the display of information

1.2 Provide alternatives for auditory information

1.3 Provide alternatives for visual information

2. Provide options for language and symbols = Feature: A glossary block could be added to the course to define vocabulary and illustrate key concepts non-liguistically.

2.1 Define vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Decode text or mathematical notation

2.4 Promote cross-linguistic understanding

2.5 Illustrate key concepts non-linguistically

3. Provide options for comprehension = Feature: Adding lesson modules can help guide the information proscessing and support memory and transfer. Barrier: It will be more challenging to incorporate resources that highlight big ideas and relationships.

3.1 Provide or activate background knowledge

3.2 Highlight critical features, big ideas, and relationships

3.3 Guide information processing

3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression

4. Provide options for physical action =  Barrier: There are limited ways for the students to respond or interact with the materials.

4.1 Provide varied ways to respond

4.2 Provide varied ways to interact with materials

4.3 Integrate assistive technologies

5. Provide options for expressive skills and fluency = Feature: Glogster allows students many choices of media for communication and with Moodle you can provide ways to scaffold practice and performance.

5.1 Allow choices of media for communication

5.2 Provide appropriate tools for composition and problem solving

5.3 Provide ways to scaffold practice and performance

6. Provide options for executive functions = Feature: Moodle offers some options for executive functions. 

6.1 Guide effective goal setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means of Engagement

7. Provide options for recruiting interest = Barrier: The lesson provides limited choices of user profiles that may not be relevant to all students.

7.1 Increase individual choice and autonomy

7.2 Enhance relevance, value and authenticity

7.3 Reduce threats and distractions

8. Provide options for sustaining effort and persistence = Feature: There are many ways to foster collaboration and communication. Barrier: The lesson doesn't describe  levels of challenge and support of how to increase mastery-oriented feedback.

8.1 Heighten salience of goals and objectives

8.2 Vary levels of challenge and support

8.3 Foster collaboration and communication

8.4 Increase mastery-oriented feedback

9. Provide options for self-regulation = Feature: Students can use their Glog to develop self-assessment and reflection. 

9.1 Guide personal goal-setting and expectations

9.2 Scaffold coping skills and strategies

9.3 Develop self-assessment and reflection