Week 5

 Part 1 - Summary of “Using Universal Design for Learning to Design Standards-Based Lessons”

Rao and Meo (2016) take a look at how Universal Design for Learning (UDL) can guide the development of inclusive, standards-based lessons that meet the needs of all students. According to Rao and Meo (2016), Universal Design for Learning encourages educators to begin lesson planning by identifying potential challenges students may face and then designing instruction that minimizes those challenges. Educators are encouraged to use UDL’s three guiding principles: multiple means of engagement, representation, and action/expression. Educators should use these to plan instruction that accommodates learner variability proactively. By anticipating potential barriers, teachers can provide accessible materials, offer flexible ways for students to access information, and support diverse methods for students to demonstrate their understanding. Rao and Meo look at how UDL can be applied to goals, assessments, methods, and materials. They state that setting clear goals drives the rest of the lesson components. Rao and Meo also suggest that teachers can use formative assessments so students can demonstrate their progress, as well as summative assessments, which show what a student has learned from a lesson. Methods are the strategies that the teacher uses to teach the lesson. UDL can be used so that students have engaging ways to work toward their goal and master the standards the teacher has identified in each lesson. Finally, the use of appropriate materials can ensure that students are achieving success.  

This article relates to my lesson plan on using a storyboard to illustrate the timeline of a story in several ways. Rao and Meo (2016) present a UDL design strategy that begins with standards-aligned goals. Clearly defining the objectives of my lesson will establish clear expectations for students. They also advocate for flexible methods through which students can demonstrate their understanding. My lesson allows for the representation of sequencing in numerous ways, including through a digital storyboard.

Part 2 - CAST Universal Design for Learning Strategies

Support opportunities to customize the display of information - This strategy allows for students to customize their digital storyboards. Students can adjust font, change backgrounds, colors, and images. This allows students to present their work in a way that is easier to process according to their individual needs. 

Use multiple media for communication - The CAST UDL guidelines emphasize the importance of allowing students to express themselves through various media. This not only helps remove barriers for those with disabilities, but also values forms of communication that haven’t always been recognized in the past. Allowing students to use a variety of images, voice recordings, sound effects, and other various forms of media in their storyboards will enable students to let their individuality shine. 

Part 3 - NETP

The 2024 NETP describes UDL as a key piece to close the Digital Use Divide. They propose that students not just use technology for passive consumption but use technology in their learning to analyze, build, produce, and create using digital tools. The NETP discusses a school and how it integrated UDL strategies. It states that UDL, along with technology, transformed how students were able to demonstrate their understanding because they had a creative voice in their learning. 

References 

CAST. (2024). Optimize relevance, value, and authenticity. Cast.org. https://udlguidelines.cast.org/engagement/interests-identities/relevance-value-authenticity

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netpRao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards-based lessons. SAGE Open, 6(4).