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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
(Meyer, Rose & Gordon, 2014). UDL is an approach to improve and enhance
teaching and learning for all learners in the general education (CAST, 2018).
schools and teachers are required to acknowledge that all students must be
Deppeler, 2014).
modifications and adjustments into the unique approach that make teaching
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
students with learning difficulties, this action helps students to follow teachers’
apply three multiple means of UDL into the lesson plan, which will make the
curriculum, so that students can receive the best support from teachers and to
The first principle multiple means of representation brings the goal of concrete
methods. The application of diverse language, learning modes, and social and
physical requirements provides equal opportunity to each student in the
learners form structural skills and develop their managing skills and
approach refers to the “how” of learning, which applies multiple tools to direct
2018; Gargiulo & Metcalf, 2017). This principle is the “why” of learning that
to students.
with positive and equal attitudes to all students in the classroom are more
Model of UDL based on Katz (2013) finding, the three-block models of UDL
are: (a) Systems & Structures; (b) Inclusive Instructional Practice; (c) Social
(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
Similarly, there are researchers notices the educational system has shifted to
trained to apply UDL approach in the lesson plans to best achieve students’
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
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).
helpful and effective in Science and Mathematics classes for students with
difficulties to follow teacher’s instruction. This has indicated in the case study
supportive learning setting to all students with diverse learning needs. UDL
Anderson, J., Boyle, C., & Deppeler, J. (2014). The Ecology of Inclusive
Education. In Equality in Education (pp. 23-34). SensePublishers,
Rotterdam.
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
Meyer, A., Rose, David H, & Gordon, David. (2014). Universal Design for
Learning : Theory and practice (1st ed.).
Dear Potential Participant:
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.
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.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
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
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.
https://www.surveymonkey.com/r/X8WWW2H
Part C: Data collection protocol explanation
The data collection protocol for the observation supposes that the teacher has
observation setting; the researcher will not make any interaction with the
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
protocols needed for this study and all these data collection are conducted in
The researcher needs to focus on UDL principles while taking field notes,
especially writes down all actions which the participant is applied to three
participated in the student survey are absolutely voluntary and they are from
website, and there are ten questions in this survey and aiming to collect
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
Both data protocol collections are strictly proceed under ethical principles of
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.