Assessment 2

Part A: Literature Review

What are the benefits of using Universal Design for Learning to enhance
students’ engagement in the secondary school classrooms?

The term Universal Design for Learning (UDL) is a framework for curriculum

design, which provides elasticity in educational methods and assessments

(Meyer, Rose & Gordon, 2014). UDL is an approach to improve and enhance

teaching and learning for all learners in the general education (CAST, 2018).

In Australian school context, according to the law regulation, pupils between

the ages of 6 and 17 are obliged to compulsory school attendance. Therefore,

schools and teachers are required to acknowledge that all students must be

completely ensuing and being respected within the mainstream classrooms

irrespective of learning abilities and social backgrounds (Anderson, Boyle &

Deppeler, 2014).

The principles of Universal Design for Learning (UDL) composes

modifications and adjustments into the unique approach that make teaching

instructions more comprehensible to all students. UDL supports applicable

schooling that contains curricular resources, technologies, and instructional

schemes, which provides numerous means of representation, expression, and

engagement (Meyer, Rose & Gordon, 2014). In essence, the principles of

UDL rotate throughout a multiplicity of alternative methods for students to

participate using different modes: representation, action and expression, and

engagement. For example, when teacher is preparing the lesson plan, these

three multiple means of UDL are needed to be include in the lesson plan. At

the very beginning of each lesson, teacher should present a brief instruction
guideline to students either on board or worksheet, as well as main points of

learning concept in this lesson, therefore students will have a brief

understanding of learning instructions during this lesson, especially for

students with learning difficulties, this action helps students to follow teachers’

instructions more quicker and easier without extra external support.

Universal Design for Learning (UDL) has become an accepted instructional

model tends to build a meaningful classroom, which provides applicable and

comprehensible learning activities to all students (Gargiulo & Metcalf, 2017).

There are three fundamental principles of UDL, which expanded to multiple

means of representation, multiple means of expression and multiple means of

engagement (Lorman, Deppeler & Harvey, 2011). Teachers are required to

apply three multiple means of UDL into the lesson plan, which will make the

lesson more adaptable and reasonable. It is beneficial for teachers to take

care of every student in the classroom, as well as delivering a platform for

teacher to interact with students in regards to classroom instructions and

curriculum, so that students can receive the best support from teachers and to

achieve a better learning outcome.

The first principle multiple means of representation brings the goal of concrete

and informed understanding, which stimulates and deliveries background

information to students (CAST, 2018; Meyer, Rose &Gordon, 2014).

Moreover, this approach is the “what” of teaching and learning. It shows

elasticity of offering, accepting and understanding content in numerous

methods. The application of diverse language, learning modes, and social and
physical requirements provides equal opportunity to each student in the

classroom to understand learning material (Gargiulo & Metcalf, 2017).

The second principle multiple means of expression demonstrates various

methods of managerial implication, interaction and physical action to assist

learners form structural skills and develop their managing skills and

recognition (CAST, 2018; Gargiulo & Metcalf, 2017). Additionally, this

approach refers to the “how” of learning, which applies multiple tools to direct

students on building self-regulation, and also enhance learners’ intellectual

behaviour and autonomy. The last principle means of engagement shows

determination and expectations to lift students learning intentions (CAST,

2018; Gargiulo & Metcalf, 2017). This principle is the “why” of learning that

encouraging positive motivation and collaborative learning between teacher

and students. Teachers are required to demonstrate multiple teaching

methods to stimulate students’ learning, and also provide effective feedback

to students.

Likewise, there are arguments in regards to negative teachers’ attitude and

low expectations influence students’ engagements in the classroom. Teachers

with positive and equal attitudes to all students in the classroom are more

accessible in implementing inclusive practices than teachers with

unenthusiastic approaches. Costello & Boyle (2013) suggest that it is

significant for teachers to maintain an optimistic attitude in inclusive

education. Furthermore, Katz (2013) points out that students engagements

predicts their success in and accomplishment of school, as the increasing of

students engagements, students learn more and pursue higher education,

alternatively, students with lower engagement decreases their educational

progression (Katz, 2013). In the case study of implementing Three-Block

Model of UDL based on Katz (2013) finding, the three-block models of UDL

are: (a) Systems & Structures; (b) Inclusive Instructional Practice; (c) Social

and Emotional Learning – Developing Compassionate Learning Communities

(Katz, 2013, p. 192). The result of this research study is positive and

constructive. The present study has been shown to increase student sense of

belonging, emotive resilience and appreciation (Katz, 2013).

Similarly, there are researchers notices the educational system has shifted to

better scheme and inclusive education curriculum, and the particular

approach that is progressively implemented in both special and standard

education is to differentiate instruction to allow all students to benefit from

teaching in the wide-ranging classroom (Courey et al., 2013). In this research

study, participants are pre-services teachers in special education, they are

trained to apply UDL approach in the lesson plans to best achieve students’

engagement in the classrooms. In this case study, participants are required to

conduct three lesson plans, the first lesson plan is to be complete before UDL

training, the second lesson plan is to be modified after UDL training module,

and the last one is designed own case scenario with theoretical special

education students in real life teaching setting. According to the result, it has

shown the improvement of implementing UDL approach after training module

in the second lesson plan, participants are gained better understanding of

UDL principles and be able to apply one or two multiple means in the lesson
to create more understandable and inclusive learning environment (Courey et

al., 2013).

Additionally, researchers have also found that UDL framework is particularly

helpful and effective in Science and Mathematics classes for students with

learning disabilities. Generally, students with learning disabilities are struggled

to understand the learning concept in Science and Mathematics subjects, they

often faced disengaged and excluded in mainstream classroom and have

difficulties to follow teacher’s instruction. This has indicated in the case study

that based on UDL guidelines, applying technical activity such as video

games would enlightened students’ engagements especially students with

learning difficulties (Marino et al., 2014). Moreover, in contemporary education

context, teachers are required to prepare and create an inclusive and

supportive learning setting to all students with diverse learning needs. UDL

approach is a great method to comply with other teaching method such as

technology/ICT/Positive behaviour learning (PBL) in order to enhance

students’ engagement and achievement in the classroom.

References:

Anderson, J., Boyle, C., & Deppeler, J. (2014). The Ecology of Inclusive
Education. In Equality in Education (pp. 23-34). SensePublishers,
Rotterdam.

Costello, Shane, & Boyle, Christopher. (2013). Pre-service secondary

teachers' attitudes towards inclusive education. Australian Journal
of Teacher Education,38(4), 129-143.
Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss4/8/

CAST (2018). Universal Design for Learning Guidelines version 2.2.

Retrieved from http://udlguidelines.cast.org

CAST (2018). About Universal Design for Learning.

Retrieved from http://www.cast.org/our-work/about-udl.html#.WtHYVWZ7Emq

Courey, S., Tappe, P., Siker, J., & LePage, P. (2013). Improved Lesson
Planning With Universal Design for Learning (UDL). Teacher
Education and Special Education, 36(1), 7-27.

Gargiulo, R., & Metcalf, Deborah J., author. (2017). Teaching in today's
inclusive classrooms : A universal design for learning
approach (Third ed.).

Marino, M. T., Gotch, C. M., Israel, M., Vasquez III, E., Basham, J. D., &
Becht, K. (2014). UDL in the middle school science classroom: Can
video games and alternative text heighten engagement and learning for
students with learning disabilities?. Learning Disability Quarterly, 37(2),
87-99.
Katz, J. (2013). The three block model of universal design for learning (UDL):
Engaging students in inclusive education. Canadian Journal of
Education, 36(1), 153-194.
Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1440186282?accountid=36155

Loreman, T., & Deppeler, Joanne, , author. (2011). Inclusive education :

Supporting diversity in the classroom (2nd ed.).

Meyer, A., Rose, David H, & Gordon, David. (2014). Universal Design for
Learning : Theory and practice (1st ed.).
Dear Potential Participant:

I am working on a project titled Teaching methods to promote students’ engagement for

secondary school class, ‘Researching Teaching and Learning 2,’ at Western Sydney
University. As part of the project, I am collecting information to help inform the design of
a teacher research proposal.

Our topic has implemented a number of teaching methods that enhance students’
engagement in the class of secondary school. We will be assessing the students’
responses of classroom engagement before and after the implementation of a number of
teaching methods, including using the Universal Design for Learning to enhance
students’ engagement in the classroom. In order to do this, we will be requesting consent
from students to supply samples of their work, which will be de-identified, as well as
observing the classes and students’ surveys.

By signing this form/By participating in this survey, I acknowledge that:

 I have read the project information and have been given the opportunity to
discuss the information and my involvement in the project with the researcher/s.
 The procedures required for the project and the times involved have been
explained to me, and any questions I have about the project have been answered
to my satisfaction.
 I consent to be observed and/or participated in survey.
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of
the ‘Researching Teaching and Learning 2’ unit, and that all personal details will
be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17

years old, and provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
Part B: Data Collection Protocol

Observations protocol:

A sample model and an example of filed notes created by the researcher are
outlined below. The sample model was influenced by an example presented
in Richards & Farrell (2011, p. 95) and the example of filed notes was
influenced by an example presented in Kervin, Vialle, Howard, Herrington &
Okely (2015, p. 96).

Date: ____/05/18

Year_______, Period_______, Lesson________, taught by _________.

8:30
Class
begins

8:40

8:50

9:00

9:10

9:20
Class ends
Examples of field notes: Detailed notes taken will be on UDL three principles
of multiple means: representation, expression and engagement.

Coding Observations Notes

Representation Expression Engagement

“What” “How” “Why”

Student Survey Protocol:

Survey Monkey Link:

https://www.surveymonkey.com/r/X8WWW2H
Part C: Data collection protocol explanation

The data collection protocol for the observation supposes that the teacher has

acknowledged the Universal Design for Learning (UDL) framework and

understood the principle of three multiple means: representation, action and

expression, and engagement. The purpose of this research study is to

promote UDL approach into general education classrooms. According to past

research topic, UDL approach is more likely to be introduced and applied to

special education. However, UDL is a universal teaching method, which

suitable and adaptable to all education context, especially for secondary

school with diverse students.

There are two observation protocol templates to be used within the

observation setting; the researcher will not make any interaction with the

participants during the observation. The first field note template is to be

recorded within timeline frame. The researcher is required to take notes of the

participant’s action and response every ten minutes. Then after the first

observation is completed, the second field note template is to be used for

coding and categorising the movements. First observation must be conduct

before the implementation of UDL approach. There will be three observation

protocols needed for this study and all these data collection are conducted in

different timeframe based on same subject-mathematic. The second and third

observation is to be conducted after the implementation of UDL approach.

The researcher needs to focus on UDL principles while taking field notes,

especially writes down all actions which the participant is applied to three

multiple means: representation, action and expression, and engagement.

The alternative data collection protocol is student survey. Students who

participated in the student survey are absolutely voluntary and they are from

the same mathematic class that the researcher is conducted observation

protocol. The student survey is to be completed online via SurveyMonkey link

website, and there are ten questions in this survey and aiming to collect

students’ responses on mathematic class. This student survey is required to

be collected twice based on this study. The first survey needs to be done

before first observation, and then the second survey is completed after the

third observation. The first survey alongside with the first observation will give

the researcher a brief idea of the participant’s situation. These data can be

used for comparison to show whether there is improvement on implementing

UDL approach in general education classroom.

Both data protocol collections are strictly proceed under ethical principles of

informed consent. Participants who are in interest of obtaining informed

consent, the research will explain the purpose of the study to students and

teachers in the context of a class meeting, and consent forms will be sent out

to students and teachers. All participants are informed about the research

project and required to sign consent form before any protocol is conducted.