Erin Koerselman

MAT 605

Universal Design for Learning: Creating a Learning Environment that Challenges

and Engages All Students

1. Briefly describe Universal Design for Learning. Make sure to include the three
principles of UDL.

UDL is creating a learning environment that challenges and engages all students. Three
principles of UDL are:

a. Representation- presenting information and course content in multiple formats

so that all students can access it.
b. Action and Expression- allowing students alternatives to express or demonstrate
their learning.
c. Engagement- stimulating students’ interests and motivation for learning in a
variety of ways.

2. When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind?

Teachers need to keep in mind the intent of the learning goal they wish to create.

3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a
chapter on colonial America. He’ll lecture, write notes on the chalkboard, and give
his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his
students to research colonial America in greater depth on the Internet and to give a
three-to-five-minute oral presentation.

Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use.
For each a) list any potential barriers, and b) suggest UDL solutions.

Components Barriers UDL Solution

Accompany lecture
Requires
with slides,
students to:
provide students with
hear,
option of using a
Lecture/ notes on chalkboard identify key
graphic organizer to
points,
take notes,
process aural
use video with
information,
captions.
 be able to take
notes,
see and read
Requires
students to:
See, In addition to using
Decode & written material, offer
Handouts
comprehend digital text with
written text, interactive aspects.
Process visual
information.
May need to
help students Is more flexible and
Internet research
narrow down offers digital text.
search results.
Requires
Offer other choices
public
Oral report such as printed report,
speaking;
video, or film.
talking.

4. Imagine that you are a second-grade teacher beginning a unit on plants. Your goal
is to teach the students the parts of a plant, making sure to incorporate the three
principles of UDL. Using the table below, describe at least two ways you would
present the information, assess your students, and maintain their engagement in
the subject.

Learning Goal Know the parts of a plant (roots, stem, flowers, leaves)
1. Coloring a picture of a plant with parts labeled
Presentation 2. Digital text
3. Oral presentation with slides that are labeled
1. Drawing a picture of a plant with parts labeled
Assessment
2. Orally pointing out the parts of a plant
1. Art supplies
Engagement 2. Computer
3. Allow students to work individually or in groups of 2

5. Using the table below, help Ms. Hamilton convert the 50-minute traditional lesson
about DNA into a lesson that incorporates UDL principles.
At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected
information about her students’ learning preferences and learning needs. Of her 29
students, 12 prefer to learn visually, 10 prefer to learn through auditory means, and
7 prefer to learn kinestheticly. Additionally, two students struggle with reading and
several have difficulty planning and organizing writing assignments.

Traditional Lesson Plan UDL Lesson Plan

Goal: The students will read the first
three sections of the chapter on DNA Goal: The student will learn about and
in the textbook and turn in handwritten present information on the structure of
responses to the textbook review DNA.
questions.
Focus: The structure of DNA Focus: The structure of DNA
Materials: textbook (print & digital),
lecture accompanied with visual
Materials: Textbook, lecture,
presentation of key ideas, images of
PowerPoint presentation, worksheet
artifacts with audio descriptions, video
with captioning, center materials.
Instruction:

10:00-10:15 – whole group:

summarize main ideas of chapters 1-3,
providing visual representations,
Instruction:
building on students’ prior knowledge,
10:00–10:30 — Whole-group: Teacher writing important concepts and words
summarizes the main ideas for sections on the board.
1–3 of the textbook, using a
PowerPoint presentation and lecture 10:15-10:30 – short video about the
structure of DNA.
10:30–10:40 — Independent work:
Students complete worksheets by 10:30-10:50 – small group discussion
labeling diagrams of DNA and writing & centers:
the definitions for each key word Group 1 – teacher works with a small
group to discuss the components and
10:40–10:50 — Independent work:
structure of DNA.
Students start working on the textbook
Group 2 – center activity: students
review questions for these sections and
choose to
will complete for homework
a. Work in small group of 2-3
students to explore 3-
dimensional models of DNA or
b. To work with a partner to view
virtual models of DNA
 Group 3 – center activity: students
work individually to create a picture or
3-dimensional representation of DNA.
Assessment:
1. informally assess students
during whole and small group
instruction while providing
Assessment: Review questions will be
corrective feedback.
graded
2. Informally assess students
during center activities as they
create representations of DNA,
graded by following a rubric.