Using UDL Principles in the Teaching of Sociology
Jeremy Ashley
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What is Universal Design for Learning?
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Universal Design Learning (UDL)
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Universal curriculum
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UDL Principles
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UDL Guidelines
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Multiple Means of Representation
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Multiple Means of Action & Expression
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Multiple Means of Engagement
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What is Universal Design for Learning?
Definition: UDL is an approach to curriculum that minimizes barriers and maximizes learning for diverse learners
Traditional learning environments use a “One size that does not fit all“ curriculum that does not address all learners
“The way people learn is as unique as their fingerprints “
Classrooms are diverse in terms of learning styles, ability, strategies and other racial, cultural and other personal characteristics
Universal Design Learning (UDL)
“UDL provies a framework for addressing the diversity of all students and creating a flexible curriculum that supports access, participation, and progress for all learners thatis universal and includes instructional goals, methods, assessments, materials, and takes advantage of technologies to accommodate learner differences.” (Meo,2008)
Universal curriculum
UDL emphasizes a universal curriculum that can be used and understood by everyone and provide genuine learning opportunities for each person different wants, needs, desires, and level s of functioning.
Flexible Learning environments – helps learners to overcome barriers that are inherent in interactions with the curriculum rather than in the learner himself
Flexible ways of demonstrating knowledge and understanding
UDL Framework addresses the whole curriculum from goals, materials, methods, and assessments, and.the Physical, emotional, and intellectual aspects of the learner
Curriculum adapts to the learner rather than Vice Versa
UDL principles are based on brain based research informs our understanding unique differences in how students learn
Primary Brain network and associated principles are:
Recognition networks à The “what” of learning à recognition networks, how we gather facts and categorize
Strategic networks à The “how” of learning à performing & planning task, skills, and strategies ,
Affective Networks à The “why” of learning à How we get engaged & stay motivated, care and prioritizing.
UDL Guidelines
- Multiple Means of Representation - how materials are delivered, presented, and how students perceive and comprehend information will vary from learner to learner.
- Multiple Means of Action & Expression - how students demonstrate knowledge, navigate and learn in an environment will vary from learner to learner
- Multiple Means of Engagement – how we get engaged, motivated, and are affected by our unique beliefs, values, and personal qualities.
Multiple Means of Representation
Learners differ in how they perceive and comprehend information:
Providing options for:
Perception – Sociology material can be presented in visual (text, animation, graphics, etc.), auditory (video, auditory prompts, etc.),
Language, mathematical expression & symbols – Sociology concepts can be clarified and made explicit; Statistics and quantified social aspects should be made more explicit; And, Symbols, vocabulary, and language barriers addressed before hand.
Comprehension - Learners need to actively construct and transform Sociological knowledge and concepts into useable form by selecting, attending and integrating knowledge based on prior knowledge
Multiple Means of Action & Expression
Learners differ in how they demonstrate or express their knowledge, navigate and negotiate the learning environment
Providing options for:
Physical action – sociology lesson can be made interactive through mechanical or alternative actions besides verbal channels
Expressive skills, fluency, and communication – Sociological processes can be made more explicit through hands on tasks activities. Alternative means of expression and representation can be used inside the classroom
Executive Functions – Scaffold complex and broad sociological processes; Sociological lessons should have clearly posted objectives and points
Multiple Means of Engagement
Learners differ in how they can be engaged or motivated to be learn and this can be affected by many factors. Individual variation can be influenced by affected by neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.
Providing options for:
Recruiting interests – sociological activities, lessons, and concepts should be made relevant to variations in inter- and intra- individual differences among learners. This includes increasing choice, autonomy, relevance, authenticity, and to minimize threats and distractions.
Sustaining effort and persistence – Sociology teachers should help learners to build skills in self-regulation, self-determination, while minimizing contextual interference and accessibility in the external environment.
Self-regulation – Sociology instructors should help learners to develop intrinsic abilities to regulate their emotions and abilities. Explicitly develop student’s ability to modulate their own emotional reactions and emotional states, rather than implicitly. Provide clear objectives, expectations, feedback thought process and self-regulation in learning, and facilitate self-assessment.
References
CAST. (2012). What Is universal Design for learning? retrieved from http://www.cast.org/udl/index.html.
Meo, G. (Winter 2008). Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school reading comprehension program. Prevening School Failure, 52 (2), 21-30.