Technology! Has there ever been a more innovative yet simultaneously frustrating tool to use in education?! I will cover some ed-tech in my next post, but for now I'm going to talk about UDL (Universal Design for Learning) as technology is one of its cornerstones.
What is UDL?
UDL is essentially a framework that is used to pre-design goals, assessments, instruction, and resources. It includes the why/what/how of learning in the way that you use it to plan for multiple means of engagement, representation, and action & expression.
How does UDL support English Language Learners?
When used intentionally, the UDL framework is meant to remove barriers to learning and is designed with all learners in mind (the “universal” part). When you design for students “in the margins” your design works better for all learners because support & challenge are built in. As Katie Novak outlines in her article Why UDL Matters for English Learners (2018) UDL’s three main principles/pillars provide multiple means of:
· Representation
- Teachers can show info in different ways (use animations, scaffold vocabulary, manipulatives, words, pictures, conversations, etc)
- Students can listen to texts in English via peer reading, audio books, and text-to-speech
- Students can have translation software and dictionaries, so they have access to their L1s
· Action & Expression
- Students can choose how they “show what they know” in their production pieces
- “It is not enough to comprehend information if there is no way to express it. Students need numerous methods to express their understanding as they develop into writers and speakers.”
- Sentence frames, graphic organizers, collaborative work, exemplars, and the use of the WIDA English Language Development Standards (in the US) provide supports that allow all students to express what they know. Instead of expecting the same output piece (or assessing students in the same way), the UDL framework supports scaffolding of the language-learning process.
· Engagement
Both attention and commitment are at the core of learning. If we want students to learn, we have to make their learning space/time authentic and meaningful. But what does that look like?
What is UDL?
UDL is essentially a framework that is used to pre-design goals, assessments, instruction, and resources. It includes the why/what/how of learning in the way that you use it to plan for multiple means of engagement, representation, and action & expression.
How does UDL support English Language Learners?
When used intentionally, the UDL framework is meant to remove barriers to learning and is designed with all learners in mind (the “universal” part). When you design for students “in the margins” your design works better for all learners because support & challenge are built in. As Katie Novak outlines in her article Why UDL Matters for English Learners (2018) UDL’s three main principles/pillars provide multiple means of:
· Representation
- Teachers can show info in different ways (use animations, scaffold vocabulary, manipulatives, words, pictures, conversations, etc)
- Students can listen to texts in English via peer reading, audio books, and text-to-speech
- Students can have translation software and dictionaries, so they have access to their L1s
· Action & Expression
- Students can choose how they “show what they know” in their production pieces
- “It is not enough to comprehend information if there is no way to express it. Students need numerous methods to express their understanding as they develop into writers and speakers.”
- Sentence frames, graphic organizers, collaborative work, exemplars, and the use of the WIDA English Language Development Standards (in the US) provide supports that allow all students to express what they know. Instead of expecting the same output piece (or assessing students in the same way), the UDL framework supports scaffolding of the language-learning process.
· Engagement
Both attention and commitment are at the core of learning. If we want students to learn, we have to make their learning space/time authentic and meaningful. But what does that look like?
“Connect their own cultural backgrounds to new learning activities, as well as access to their peers to foster collaboration and community. In order to master a skill, one needs practice. Ex: “do-nows”, brainstorming sessions, collaborative discussions, authentic opportunities to build language with others are what build a solid foundation to learn academic English. Teachers can observe these collaborative conversations, informally assess students, and give feedback on their language structures and use of vocabulary.”
Do you have direct experience with UDL? What were your take-aways or a-ha moments?