Title: Universal Design for Learning

Author: Sally Lennon

Objective Understand the value of Universal Design for Learning and how easily it
fits into current lesson planning techniques

Duration 60 minutes
Materials/ Existing lesson plan for collaborative class. Each team member can
Equipment bring their own or they can collaboratively plan a single lesson that has
Needed already been taught
Laptop for each participant (optional but recommended)
Handouts (the last two pages of this document)

Procedure Introduction and Goal (slides 1 and 2)

Slide 3 Student Population (Approx. 5 minutes)
o Have group make a list according to the questions on slide 3
Present slides 4, 5, 6 and 7 allow time for discussion and clarifying
questions
o Spend time looking at slide 7 and talking about the different
pieces that go into each principle. This is important for the
next activity.
o If you have not already handed out handouts, please hand
out the Universal Design for Learning Guidelines
Slide 8 Lesson Plan (Approx. 5 minutes)
o Using the lesson plan brought with, have group mark up
their lesson plan according to the instructions on slide 8
Slide 9 Discussion (Approx. 10 minutes)
Slide 10 Standards (Approx. 10 minutes)
o Group should now move on to working on their own lesson
plans and developing a more universal approach to their
students learning.
o Explain the Common Core State Standard English Language
Arts example on slide 10
o Allow enough time for teachers or teams to break down one
to two of the standards provided
Slide 11 UDL lesson plan (all remaining time)
o If you have not passed out the second handout, do so now
o Teachers will spend the remainder of the time working with
the handouts and the links provided to begin breaking
down a lesson that they already use in their classroom
o Remind teachers that they do not have to give up
everything they do with inclusive education, but we
cannot make the students fit the lessons. We need to go
back and redesign the lessons so that they fit our new
and unique student population.
References
Ainsworth L. (2003). Unwrapping the standards: A simple process to
make standards manageable.Englewood, CO: Lead + Learn Press. 6-7.

CAST (2011). Universal Design for Learning Guidelines version

2.0. Wakefield, MA: Author.

Morgan J., Brown N., Hsiao Y., Howerter C., Juniel P., Sedano L., Castillo
W. (2014). Unwrapping academic standards to increase the
achievement of students with disabilities. Intervention in School and
Clinic, 49, 131-141.

Rao, K., Meo, G. (2016). Using universal design for learning to design
standards-based lessons. SAGE Open, 6(4)
 Use the table above as well as the following links to support you while you work through the UDL
model of your lesson plan.

The following links come from CAST (Center for Applied Special Technology), an organization founded to
provide a better educational experience to those students with disabilities. After years of research and
reflection, they developed this model of Universal Design for Learning.

Their website, linked with the National Center on Universal Design for Learning, offers countless free resources
and articles for teachers and administrators to better support their student population.

For more support understand and using these principles, visit these links:

Principle I: Provide Multiple Means of Representation

http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Principle II: Provide Multiple Means of Action and Expression
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
Principle III: Provide Multiple Means of Engagement
http://www.udlcenter.org/aboutudl/udlguidelines/principle3
Components Skills Concepts UDL guidelines addressed
Unwrap the Write Narratives Effective technique
standard Develop experiences or Descriptive details
events Clear event sequences

Step 1: Students will create Students will understand elements of effective Guideline 5: Provide options for expression and
Goals narratives in written, oral, technique in narratives (e.g., including details, communication
(Develop or multimedia format sequencing events clearly). 5.1 Use multiple media for communication
clear goal (chosen by student) Students will demonstrate their knowledge of 5.2 Use multiple tools for construction and communication
statements In their narratives, effective technique by including descriptive
based on students will describe details and clear event sequences in their Guideline 7: Provide options for recruiting interest
unwrapped experiences or events narratives. 7.1 Optimize individual choice and autonomy
standard)

Step 2: Summative assessment, As a formative assessment, teacher will Guideline 5: Provide options for expression and
Assessments teacher will evaluate evaluate artifacts that students create as they communication
(Develop student acquisition of skills develop their narratives. Artifacts include 5.1 Use multiple media for communication
formative and through storyboard worksheets, graphic organizers, 5.2 Use multiple tools for construction and communication
summative o Presentations sequencing cards. Teacher will provide
assessments (posters or feedback during narrative development Guideline 6: Provide options for executive function
related to multimedia projects) process to help students use effective 6.1 Guide appropriate goal setting
goal o Oral or audio- technique. 6.4 Enhance capacity for monitoring progress
recorded
presentations Guideline 8: Provide options for sustaining effort/persistence
o Written narrative 8.4 Increase mastery oriented feedback
Teacher provides a rubric
with clear criteria for Guideline 9: Provide options for self-regulation
elements that should be 9.1 Promote expectations and beliefs that optimize
in narrative in any of motivation
format chosen by student 9.3 Develop self-assessment and reflection
Step 3: Students will have a As a whole group activity, teacher and Guideline 2: Provide options for language, mathematical
Methods choice in format students will read and analyze components of expressions and symbols
(Develop Students will develop the narratives; students will identify descriptive 2.1 Clarify vocabulary and symbols
instructional components of their details and event sequences; teacher will 2.2 Clarify syntax and structure
strategies narrative through highlight essential elements of good narratives 2.4 Promote understanding across language
that integrate activities that include To make connections to concepts that 2.5 Illustrate through multiple media
supports and scaffolds/supports students are familiar with and to increase
scaffolds) Students will have relevance and authenticity, teacher asks Guideline 3: Provide options for comprehension
opportunities to practice students to develop descriptive details about 3.1 Activate or supply background knowledge
component skills, such as artifacts that have meaning to them (photos 3.2 Highlight patterns, critical features, big ideas and
describing experiences or they take, objects they bring from home). In relationships
events, incrementally small groups students will practice 3.3 Guide information processing, visualization and
(see Concepts column) developing descriptive details about their manipulation
artifact. Students will develop descriptive
details about their artifact in small group Guideline 5: Provide options for expression /communication
with peer and teacher feedback. 5.3 Build fluencies with graduated support for
To develop concept of clear event sequences, practice/performance
students will develop short sequences of
events, share with each other, and assess Guideline 6: Provide options for executive function
whether they make sense. Students can use a 6.2 Support planning and strategy development
variety of tools to develop their sequences
(post-it notes, index cards on which they Guideline 7: Provide options for recruiting interest
draw images/write text, digital slides where 7.2 Optimize relevance, value and authenticity
they can put digital images and captions).
Students who prefer to develop narratives Guideline 8: Provide options for sustaining effort/persistence
orally will be guided to record what they will 8.3 Foster collaboration and community
say and elaborate on ideas with feedback.
Teacher will provide supports for developing
vocabulary and making connections to
background knowledge about narratives.
Students can use graphic organizers (paper
or digital) to generate a word back for their
narrative, ELL students can generate ideas
using first language, etc.
Step 4: Materials that support the Storyboard worksheet (paper worksheet Guideline 1: Provide options for perception
Materials student-selected formats with boxes on which students draw images 1.2 Offer alternatives for auditory information
(Use o Written report and write captions) 1.3 Offer alternatives for visual information
materials that o Poster (for Graphic organizer (paper based or digital)
provide presentation Recording tools (apps on mobile device or on Guideline 4: Provide options for physical action
flexible ways o Multimedia a laptop) 4.1 Vary methods for response and navigation
to develop presentation 4.2 Optimize access to tools and assistive technologies
and express
skills and Guideline 5: Provide options for expression/communication
knowledge) 5.2 Use multiple tools for construction and communication
Rao, K., Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4).