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 or (UDL) is an educational framework that aims to
provide all students with equal opportunities to access and engage in the learning process,
regardless of their individual learning differences or abilities. UDL is not a curriculum, but an
intervention structure for teachers to help students by designing engaging, challenging, and
accessible lessons. The goal of the Universal Design for Learning framework is to design
flexible learning environments and instructional materials that can be customized to meet the
needs of a wide range of learners. The structure of UDL is based on three major principles,
multiple means of engagement, representation, and action and expression.
Multiple means of engagement addresses the “why” of learning. This is where teachers
discover students’ motivation and attitudes towards learning. Under UDL, educators are
encouraged to create a learning environment that motivates, encourages, and sustains students’
interest by providing options for engagement that resonate with different learners. The second
principle, multiple means of representation addresses the “what” of learning, referring to the
content presented to the learners during the lesson/s. Multiple means of representation focuses
on presenting information and content in various ways to cater to the diverse needs of learners.
Lastly, there is the principle of multiple means of action and expression. This principle
addresses the diversity in how they demonstrate their understanding and knowledge,
answering the “how” of 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)
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 3
When teachers use the Universal Design of Learning framework to develop learning
goals and lessons, they should keep in mind learner variability, and be cognizant of the distinct
differences within the learners. The UDL framework recognizes that students have diverse
learning preferences, abilities, and needs. Therefore, the goals should be designed with
flexibility and adaptability in mind to accommodate this variability. Teachers need to consider
the different ways students may approach and engage with the learning material and ensure
that goals are set in a manner that allows for multiple means of representation, action, and
engagement.
A teacher employing the UDL method should prioritize setting clear goals using age
appropriate language, whether the goals are created by the teacher, administration or
curriculum. The establishment of a clear “end” is the start of backwards design, allowing the
teacher to explore multiple learning pathways to reach the goal. Teachers should focus on
creating goals that are inclusive and provide options for students to demonstrate their
understanding and skills. The main goal is to avoid using a one-size-fits-all approach, instead
teachers should offer a range of methods and resources that cater to the diverse needs of
learners (The IRIS Center, 2009, 2023).
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.
Components Barriers UDL Solution
Lecture/notes on the
whiteboard
There are a few barriers to
learning that teachers might
There are several methods
Mr. Schlotzsky can employ to
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 4
encounter, students with
auditory-processing disorders
might find it difficult to
synthesize the lecture
materials, students who have
hearing loss will not be able
to access the lecture as
needed, students with visual
impairments might find it
difficult to read notes written
on the whiteboard, dyslexic
students might have a hard
time following along with
written notes, and students
with attention disorders might
find it difficult to focus on
lectures, leading to holes in
learning.
create a UDL lesson, firstly
he could employ visual aids
such as graphics, slide shows,
videos, and/or diagrams that
complement the information
he is providing orally during
his lecture component.
Another method would be
offering students lecture notes
or transcripts, or recorded
lectures so that they can
revisit the lesson and review
information they may have
missed.
Handouts
Students with organizational
problems (such as those with
attention disorders) may find
it difficult to keep track or or
organize the notes handouts.
Students with reading
comprehension issues may
find it difficult to decode or
process the information on
the handouts.
Mr. Schlotzsky could employ
a digital version of the
information on the handouts,
allowing students to access
information on a device. This
would help solve
organizational struggles, and
also allows students to use
accommodations like text to
speech.
Internet research
Students may have limited
access to the internet or
technological devices at home
for conducting online
research. This limits students’
access to information and
creates a disparity of learning.
If Mr. Schlotzsky wishes to
include a research
component, the
internet/digital research
should be done in class where
all students have access to the
same technological resources.
He can also offer a variety of
resources on the topic that are
not digital, such as books,
articles, or printed materials.
Oral report Students with communication
difficulties might find it
challenging to participate in
an oral presentation.
Similarly, students with
anxiety disorders or stage
fright might find it
Mr. Schlotzsky can provide
alternative presentation
formats, such as written
reports, multimedia
presentations, or small group
discussions. This would allow
students to choose the mode
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 5
challenging to present in front
of the class, leaving students
with lower grades due to
performance and an
inaccurate measure of their
understanding of the topic.
that aligns with their
strengths. Allowing for
flexible presentation options
can help mitigate anxiety and
promote a more accessible
assessment experience
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
To address the principle of multiple means of representation, I would
incorporate visual aids and hands-on activities as methods to reinforce
the information being presented. To do this I would use powerpoint
slides, colorful diagrams, charts, and videos that illustrate the parts of a
plant. Additionally, for hands-on learning I would organize centers that
focus on each part of the plant, and an activity where students would
plant a seed and watch it grow over time. This multi-modal approach
ensures that students of all learning abilities and preferences are getting
access to and synthesizing the information of the learning goal.
Assessment
For the assessment, I would use a combination of formative and
summative assessments to check for students’ understanding of parts of
plants. For formative assessments I would include informal questioning
during lessons, individual or group activities where students would
work to label the parts of a plant either using a diagram or matching, or
peer teaching sessions. Summative assessments will include a simple
quiz as well as a creative project where students come up with a visual
representation of a plant and label its parts. This multi-assessment
method provides multiple opportunities to test for student
understanding in a way that fits their diverse learning needs and
preferences.
Engagement
To maintain engagement, I would incorporate the principle of Multiple
Means of Engagement by designing interactive lessons and activities.
Field trips to botanical gardens or nurseries could provide a real-world
context for understanding plants. Additionally, I would integrate
technology, such as educational games or virtual plant simulations, to
make learning more dynamic and appealing. I would also include
collaborative learning projects where students would work together to
grow a plant, fostering a sense of ownership and collaboration. I aim to
keep the subject of plants exciting and accessible to all students by
infusing variety and choice into the learning experience.
