UDL In Practice- The Texthelp Guide for the English or ELA class
The goal of this guide is to look at a common learning scenario, identify barriers in the learning environment and curriculum, and to demonstrate how the UDL Framework lends itself to designing their solutions up front.
The Scenario:
A group of 6th grade (UK Year 7) science students are going to read a passage about the rainforests in order to learn more about the implications deforestation has on the environment.
Learner Variability:
Just like all learners, these 6th grade students are highly variable. Some are English language learners, some are reading below grade level, some are highly motivated and high achieving, some experience issues with dexterity, and some face various common learning disabilities such as dyslexia, ADHD, and autism.
Creating a Clear, Flexible Learning Goal
Learners will read a passage about the rainforests and identify one or two conclusions about the effects of deforestation on our environment. (Note, that by asking students to identify one or two conclusions, we are making the goal flexible. Students can “identify” in a number of ways.)
Barrier: Learners may have little or no prior knowledge of rainforests.
Solution:
As a class, we will view and process together a short video prior to the reading to scaffold in necessary prior knowledge and context.
UDL Connection:
Multiple Means of Representation (Providing Options for Comprehension)
Barrier: Learners may not find the assigned passage to be engaging.
Solution:
Learners may choose from one of three passages: one that centers on animals, one that centers on industry and human factors, and one that focuses on various locations throughout the world.
UDL Connection:
Multiple Means of Engagement (Providing Options for Recruiting Interest)
Barrier: Reading the passage may be difficult for some learners.
Solution:
Learners will have access to Read&Write, which provides students with read aloud, simplified text, translation, dictionary & picture dictionary, and highlighting tools for collecting and organising information.
UDL Connection:
Multiple Means of Engagement (Options for Recruiting Interest and Options for Sustaining Effort & Persistence; Multiple Means of Representation (Providing Options for Perception, Providing Options for Language & Symbols, and Providing Options for Comprehension); Multiple Means of Action & Expresion (Providing Options for Physical Action)
Barrier: Learners may be unfamiliar with the academic language.
Solution:
Academic language will be pre-taught. All learners will be provided with an academic language scaffolding card (which can easily be created using the vocabulary feature in Read&Write).
UDL Connection:
Multiple Means of Representation (Providing Options for Language & Symbols)
Barrier: Learners may find the action “identify” to be too open-ended.
Solution:
Learners will be given structured choices including highlighting within their passage, using a graphic organiser, or writing/dictating their own written response.
UDL Connection:
Multiple Means of Action & Expression (Providing Options for Expression & Communication and Providing Options for Executive Functions)
Barrier: Learners will need varying amounts of time to complete the task. Some will finish right away and may get bored while some will take much longer.
Solution:
Learners will have a flexible deadline (due before class on Tuesday) as well as options for enrichment and additional challenge including high-engagement independent reading selections connected to rainforests, puzzles and manipulatives that illustrate deforestation, and a maker space with options for creating a rainforest drawing or diorama).
UDL Connection:
Multiple Means of Engagement (Providing Options for Sustaining Effort & Persistence and Providing Options for Self-Regulation)
Reflecting on Teaching Practices
One thing in learning is certain: all learners will struggle from time to time. It’s not if, it’s when. While many educators may look at the scenario and the thinking process above and say, “I already do that,” it’s most important to be reflective and ask, “When do I do it?” Do I do it before or after learners struggle? Am I being proactive or reactive in the way I approach barriers to learning?
Learner Outcomes
The 6th grade science learners in our scenario above will experience:
- Minimised threats and distractions created by unknown academic language and prior knowledge
- A chance to practice making choices for their learning in a scaffolded and structured way
- An opportunity to navigate their learning experience using different materials, texts, and tools
- A chance to show what they really know using a variety of tools for construction and composition
The end result?
Learners who are building their capacity for expert learning. Learners who are figuring out what it means to be purposeful & motivated, resourceful & knowledgeable, and strategic & goal directed.