Week 5: Universal Design

 

Part 1:

Because of the diverse needs of all learners, UDL encourages educators to present information in various formats, such as text, audio, video, and graphics. In this way, learners with different preferences and abilities can access the content in a way that suits them best.

One way that UDL emphasizes creating learning experiences that motivate and engage learners is through multiple means of engagement.  This includes offering choices, using real-world examples, and considering the diverse interests and backgrounds of adult learners. 

UDL also promotes varied ways for learners to demonstrate their understanding. This might include written assignments, verbal presentations, projects, or other forms of assessment.

UDL embraces the differences in learners and provides flexible approaches to instruction.    Adults, like any students, have different learning preferences. In this way, barriers to learning are reduced.

The article also discusses the varying needs of adult learners and discusses the need to consider prior knowledge and life experiences.  Technology integration may also be difficult with adults due to varying levels of technological proficiency.  However,

digital tools and resources can be used to create a more accessible and adaptable learning environment for adult learners.  Multimedia presentations and online tools with customizable settings help adult learners with diverse needs.

UDL implementation can only be successful if educators receive professional development to better understand it and apply it.  Otherwise, delivering lessons that accommodate diverse learners will be less successful.  When proper implementation of UDL strategies occurs, students have shown more engagement and retention of information.

 

Part 2:

The CAST Universal Design for Learning website gave me a few ideas of things I could consider when creating my lesson plan project.

One such consideration I might make in my Spanish lesson is to offer an alternative to auditory information for students that don’t process information well through listening, or for students that are hard of hearing.  In order to help students that struggle with auditory lessons I should consider a few possibilities. 

          1.  I should ask my students to provide written scripts or captions for their presentations or videos for those students that would prefer to read.  In a language class listening is a huge component and that’s probably why I’ve never had a student that was hard of hearing in one of my classes but, for students that process information slowly or just better while reading, scripts would be very helpful.

2. I should provide visuals like diagrams or charts when possible.

Because schooling very often relies on traditional tools, very often the learning does not prepare students for the future.  Incorporating technology into the learning would be helpful to a diverse student population.  To this end, my lesson plan project will include the use/practice of the following:

          1.  Word Reference.com (spell-checker in Spanish).

          2.  Grammar checker (using Word or PowerPoint with settings set to Spanish language.

          3.  Use of several other web applications like Canva

          4.  Use text-to-speech software