IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 2
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 meets the learning necessities of students. "UDL gives a
research-based structure to teachers to consolidate adaptable materials, techniques, and
strategies for conveying guidance and for students to exhibit their insight in different ways"
(IRIS, 2023). UDL is a type of differentiation in the classroom that teachers can use to assist
with addressing the necessities of students. Through UDL, teachers can open doors for
students to show how they might interpret the curriculum content in manners they are alright
with. This permits students to not be bound to one approach to exhibiting information.
Universal Design for Learning should be visible in two significant ways.
These ways incorporate differentiation of instruction and differentiating the manners in
which students can exhibit their insight. Differentiating instruction utilizing UDL could look
like giving numerous roads to enter the learning climate. As discussed in McCarthy,
conveyance designs are a type of differentiation that spotlights on showing students in
manners that interest them (2015). This differentiation permits students should be met through
the type of guidance. UDL can likewise be found in the manner that students show their
insight. Frequently teachers depend on a finish of unit test to permit students to exhibit their
insight, nonetheless, this is inflexible and not adaptable for the students who need alternate
ways of showing what they know. In Orlich it says, "Toward the finish of the unit, students
show the information they acquired in the unit through verbal-linguistic, visual products,
musical/rhythmic choices, naturalistic method, math/logical choices, or kinesthetic" (2018).
These adaptable ways for students to show their insight addresses their issues utilizing UDL.
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 3
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)
The three UDL guiding principles are the primary considerations for teachers when
creating goals for implementing UDL. According to IRIS (2023), these concepts include
involvement, action and expression, and representation. Teachers are aware that not every
student learns or expresses knowledge in the same way. We call this concept "student learning
styles." Tomlinson (2017) defines learning style as "the combination of personal and
environmental factors that may influence the learning process." Taking this into consideration,
educators must set adaptable goals that accommodate various learning preferences.
Teachers must give students access to alternative knowledge sources in order to
support representation (IRIS, 2023). This can entail offering an article or video in addition to a
lecture. The action and engagement principle addresses the necessity for teachers to give
pupils a variety of avenues for demonstrating their understanding. One way to do this would
be to let students talk using text rather of the conventional pen and paper (IRIS, 2023). Lastly,
educators need to consider how they will maintain student interest. This could resemble
student collaboration among peers or the use of blocks to teach shapes. By applying these
guiding principles, educators can create objectives that are reachable by any student.
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.
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 4
Components Barriers UDL Solution
Lecture/notes on the
whiteboard
When using lecture notes on a
whiteboard, you will have to
be mindful of the students
who has a visual impairment.
It might be hard for them to
see the notes on the board.
A UDL solution for this is
using a computer for students
who are visually impaired.
With using a computer,
students will have the ability
to zoom in and out on the
notes.
Handouts
If handouts are distributed at
one specific time, students
who miss that moment (due
to absence or processing
delays) may fall behind.
Make handouts available a
head of time or online so
students can access them at
their own pace.
Internet research
Students may not have
reliable access to computers
or the internet at home or in
school.
Offer alternative options for
completing research, such as
using printed materials or
collaborating with peers.
Oral report
Many students experience
anxiety or fear when speaking
in front of others, which can
inhibit performance.
Offer the option to present in
small groups or one-on-one
with the teacher rather than in
front of the whole class.
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)
Presentation
Show a short, animated video of a plant growing from a seed, or tell a
story about a plant’s journey through different seasons. Use colorful,
engaging visuals and ask questions like, “What do you think a plant
needs to grow?” Another way is to ask students to think about plants
they’ve seen in their surroundings-gardens, parks, or at home. Let them
share their own experiences with growing plants. I can use an
interactive diagram of a plant on the board and label its parts (roots,
steam, leaves, flower). Use bright colors and large labels to highlight
each part.
Assessment The teacher can let students demonstrate what they have learned about
the parts of a plant by choosing how they express their understanding.
The students can choose to verbally explain the parts of the plant to a
partner or to the class. They can also draw and label the parts of a
plant. They can create a short video or audio recording where they
explain the parts and their functions or write a short sentence about
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 5
each part of the plant in their journals.
Engagement
Give each student a small pot, soil, and seeds to a plant. As they plant,
ask them to identify and discuss the parts of the plant they expect to
grow. This tactile activity lets students physically engage with the
plant-growing process. Another way is students can create a plant using
craft supplies like construction paper, pipe cleaners, or clay.
Alternatively, they can draw and label their own plant, diagram with
the parts of the plant clearly identified.
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 6
References
McCarthy, J. (2015). 3 ways to plan for diverse learners: What teachers do. Edutopia.
https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
Orlich, D. C., Harder, R. J., Brown, A., Trevisan, M. S., & Miller, D. (2018). Teaching
strategies: A guide to effective instruction. Cengage Learning.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms
(3rd ed.). Association of Supervision and Curriculum Development (ASCD).
https://mbsdirect.vitalsource.com/books/9781416623335
Universal Design for Learning: Creating a learning environment that challenges and engages all
students. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/module/udl/#content
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