Week 5 Blog Assignment

 I selected the article Universal Design for Learning Guidelines for Accessible Online Instruction by Rogers-Shaw, Carr-Chellman, and Choi. This article emphasizes that incorporating technology into learning is simply not enough for success in any type of classroom. Educators need to change their mindset in all education by following the well-established but often underutilized Universal Design for Learning or UDL. In doing so, educators can reimagine both the learning process and assessment methods of online instruction and provide students with a tailored and authentic way of learning. The article discusses the Universal Design for Learning framework and its shift away from traditional instructional methods that only benefit one type of learner to a more inclusive, learner-centered approach. Incorporating the UDL into lessons ensures that students have a flexible environment that supports their diverse needs, learning types, and backgrounds, and students have the opportunity to demonstrate their knowledge in a way that meets their own unique learning styles. 

After analyzing the article Universal Design for Learning Guidelines for Accessible Online Instruction by Rogers-Shaw, Carr-Chellman, and Choi, I have identified several connections between the UDL practices discussed and the instructional strategies in my lesson plan. My lesson plan design incorporates a learner-centered approach, is accessible and flexible to all, and incorporates technology.

One key principle of UDL emphasized in the article is the provision of multiple means of representation. In the article, the UDL emphasizes multiple means of representation by providing multiple ways for students to access and engage in content. In my lesson plan, I have incorporated various ways of presenting information, such as video clips (Wednesday and Enid), written text from Romeo and Juliet, and student-selected examples.  

Upon building diversity in the ways students present their work, the UDL emphasizes the importance of multiple means of expression. In my lesson plan, students are asked to write paragraphs, create videos in FLIP, and have multiple classroom discussions. This creates multiple diverse ways for students to express their ideas and accommodates different learning styles and preferences.

The UDL guidelines from engagement are also evident in my lesson plan through various strategies that promote student autonomy and interest. Students have the opportunity to work independently, in groups, and in pairs with various forms of technology. They also have the opportunity to discuss and find their own examples of character foils in media. Having choices and creating connections to their own life ensures students are given the opportunity to become interested and invested in their learning.

One resource that would be helpful in creating and developing my lesson would be the "Key Questions to Consider When Lesson Planning" resource. This resource provides educators with the three learning guidelines for UDL and questions they can ask themselves to ensure educators are creating effective lessons. Using these questions allows for reflection on their design and ensures that they are creating meaningful and engaging lessons that enable all students to comprehend and demonstrate learning. For example, when editing my lesson plan to ensure it is inclusive and effective for all learners, I can reflect and ask myself the questions: "Does the lesson provide options that can help all learners sustain effort and motivation?" and"Does the activity provide options that help all learners act strategically?"

Another resource for helpful strategies is "Tips for Accessible Educational Materials." This resource provides educators with guidelines for creating accessible and inclusive learning materials. Using this resource, I identified two strategies that could be meaningfully integrated into my lesson on character foils: I could add closed captions to my video clip from Wednesday to make it more accessible for my hearing impaired and English Language Learners. I could also use higher contract text and background on my Padlet activity to make the content more readable for the visually impaired and students with reading difficulties.

The NETP integrates UDL strategies as a key framework for addressing the digital use divide. The practices and guidelines in the UDL enables educators to create an inclusive, flexible, and accessible learning environment that meets the needs and unique learning styles of all students without barriers. Using the UDL when creating lessons ensures students are engaged and represented and have effective ways to express their learning by including various methods of technology integration.

References

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31.

CAST. (n.d.). Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan. https://tech.ed.gov