IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
Sylvia Sessoms
School of Education, Liberty University
IRIS Module: Universal Design for Learning: Creating a Learning Environment that
Challenges and Engages All Students
1
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
IRIS Module: Universal Design for Learning: Creating a Learning Environment that
Challenges and Engages All Students
1.Briefly describe Universal Design for Learning (UDL). In your response, include the
three principles of UDL. (2 – 3 paragraphs)
Universal Design for Learning or UDL is an instructional approach that works to
accommodate the needs and abilities of the students. Furthermore, it’s an educational
framework that is based on research in the learning sciences. Which include cognitive
neuroscience that directs the development of flexible learning environments and spaces. In
these environments and spaces, teachers incorporate flexible materials, techniques, and
strategies for delivering instruction. Additionally, in these environments and spaces, students
have the opportunity to demonstrate their knowledge in a variety of ways
In order for teachers to instruct effectively, UDL provides three main principles.
These principles are representation, action and expression, and engagement. Representation
refers to presenting information and course material in various formats so that it is accessible
for all students. The act of allowing students alternatives to express and demonstrate their
knowledge and comprehension of the material is action and expression. Engagement is the act
of stimulating students’ interests and motivation for learning in various ways.
2
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
Ortega, D. O., Cabrera, J. M. E., & Benalcázar, J. M. T. (2018). Differentiating Instruction in
the Language Learning Classroom: Theoretical Considerations and Practical Applications.
Journal of Language Teaching and Research, 9(6), 1220. https://doi.org/10.17507/jltr.0906.11
IRIS | Perspectives & Resources. (n.d.).
https://iris.peabody.vanderbilt.edu/module/udl/cresource/
Morin, A. (2023). What Is Universal Design for Learning? Understood.
https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-
works
Universal Design for Learning | Center for Teaching Innovation. (n.d.).
https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-
learning
2.When teachers develop goals using the principles of UDL, what is the main thing they
need to keep in mind? Explain. (2 – 3 paragraphs)
When developing goals using the principles of UDL, teachers should consider what
they want their students to know and learn. These learning goals are often established at the
beginning of the school year or before the teacher begins new material. Additionally, teachers
should also consider the needs and readiness of their students when developing these goals. By
considering the needs and readiness of the students’ teachers eliminate unnecessary hurdles in
the learning process. Most importantly, teachers should think about the intent of these goals.
Once they have identified the intent of these learning goals, they can then provide
scaffolded instruction. Scaffolded instruction is an instructional technique in which teachers
provide support for students learning new skills by building on their experiences and
knowledge. Its integral that these goals are developed and established prior to instruction, as
they should be the framework of instruction. Furthermore, teachers should collaborate with
their students to create these learning goals. By collaborating with their students, teachers
3
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
ensure that the goals they have set align with the students’ needs and capabilities.
Universal Design for Learning | Center for Teaching Innovation. (n.d.-b).
https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-
learning
Ortega, D. O., Cabrera, J. M. E., & Benalcázar, J. M. T. (2018). Differentiating Instruction in
the Language Learning Classroom: Theoretical Considerations and Practical Applications.
Journal of Language Teaching and Research, 9(6), 1220. https://doi.org/10.17507/jltr.0906.11
IRIS | Perspectives & Resources. (n.d.).
https://iris.peabody.vanderbilt.edu/module/udl/cresource/
Morin, A. (2023). What Is Universal Design for Learning? Understood.
https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-
works
Allison Posey, MEd, CAST, Inc. (2023). UDL Lesson Planning. Understood.
https://www.understood.org/en/articles/lesson-planning-with-universal-design-for-learning-udl
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 whiteboard, 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 3 – 5-
minute oral presentation. Help Mr. Schlotzsky evaluate the traditional materials and
media he plans to use. For each component below, list any potential barriers and
suggest UDL solutions. Answer each component fully with at least one complete
sentence. Use citations where needed.
ComponentsBarriersUDL Solution
Lectures require students to Mr. Schlotzsky should
identify key notes while also accompany his lectures and
being physically and notes with a slideshow so
cognitively able to take notes.students have the opportunity
Lecture/notes on the
to access the information
whiteboard visually. Furthermore, slides
serve as scaffold for students
who struggle to identify key
notes while also take notes.
HandoutsBy giving his students By providing his students
4
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING5
handout assignments after thewith other formats to
lecture, he’s relying on the summarize the material, Mr.
students’ memorization. Schlotzsky is accommodating
Furthermore, handouts to the three different types of
require students to process learners. (auditory, visual,
visual information. and kinesthetic) He could
utilize formats such as
videos, slides, activities, and
etc.
N/A – In this instance, This gives students the option
students independent to find of accessing information
resources and information through digital text which is
Internet research
that accommodates to their flexible. In which it can be
needs…manipulated making it easier
for students to visualize.
This approach only offers Mr. Schlotzsky should offer
students one way to other options for students to
demonstrate their knowledge demonstrate their knowledge
and understanding of the and understanding. He could
material. Moreover, it does have students do a visual
Oral report
not take into consideration report – poster board,
students who may anxiety or slideshow, or etc. By
inexperience speaking in providing other options, Mr.
front of others. Schlotzsky is accommodating
to the students’ capabilities.
4.Imagine you are a second-grade teacher beginning a Science unit on plants. Your goal
is to teach 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.
Complete the three components below with one paragraph each.
Learning Goal: The student will be able to identify the parts of a plant (roots, stem,
flowers, leaves)
PresentationAs emphasized in this module, instruction should center around the
students. In which it should accommodate the individual needs and
abilities of the students. For the presentation portion of the lesson, I
intend to provide various formats in which students can receive
information of the material. These formats would include slides,
videos, discussions, and physical applications. The slides would
include notes as well as diagrams to illustrate the different parts of the
plant. Which I hope would accommodate to students who are visual
learners. Additionally, the videos would serve the same purpose. The
discussions would center around the topic of plants, specifically the
parts of the plants and their purpose or function. Moreover, these
discussions would include student participation. In which students
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING6
would be welcome and encouraged to share their thoughts as well as
ask questions. I believe this format would accommodate to students
who are auditory learners. To appeal and accommodate to kinesthetic
learners, I would allow them to observe and touch an actual plant.
I’ve never been a fan of written exams or tests. I believe students have
the opportunity to demonstrate their knowledge and understanding of
the material in more creative ways. Specifically, ways that cater to their
needs and capabilities. I would give students the option to either create
Assessment
a diagram that illustrates the parts of a plant themselves or come up to
the board and identify the parts of the plant. By giving them choice,
hopefully it alleviates some of the pressure and anxiety that some
students experience due to assessments.
Catering to students’ interest is just as essential as catering to their
needs. As studies and sources show, students tend to do better and
excel in subjects and content that interest them. I intend to maintain
Engagementengagement by providing them opportunity to explore plants on their
own. This would include trips outside where students find plants of
their own to observe and study. Additionally, students would be given
the opportunity to share their findings with the class.
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING
References
Universal Design for Learning | Center for Teaching Innovation. (n.d.-b).
https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-
learning
7
Ortega, D. O., Cabrera, J. M. E., & Benalcázar, J. M. T. (2018). Differentiating Instruction in the
Language Learning Classroom: Theoretical Considerations and Practical Applications.
Journal of Language Teaching and Research, 9(6), 1220.
https://doi.org/10.17507/jltr.0906.11
IRIS | Perspectives & Resources. (n.d.).
https://iris.peabody.vanderbilt.edu/module/udl/cresource/ Morin, A. (2023). What Is Universal
Design for Learning? Understood.
https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-
it-works
Allison Posey, MEd, CAST, Inc. (2023). UDL Lesson Planning. Understood.
https://www.understood.org/en/articles/lesson-planning-with-universal-design-for-
learning-udl
Morin, A. (2023). What Is Universal Design for Learning? Understood.
https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-
it-works
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING8
Universal Design for Learning | Center for Teaching Innovation. (n.d.).
https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-
learning
