{"id":1740,"date":"2020-06-22T08:19:39","date_gmt":"2020-06-22T16:19:39","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/osuteaching\/?p=1740"},"modified":"2023-12-08T12:59:07","modified_gmt":"2023-12-08T20:59:07","slug":"supporting-learner-variability","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/osuteaching\/2020\/06\/22\/supporting-learner-variability\/","title":{"rendered":"Supporting Learner Variability: UDL Part 1"},"content":{"rendered":"\n
\"1-2-3<\/a><\/figure>\n\n\n\n

This post is the first post of a three-part UDL series. This post focuses on defining UD, DI, and UDL. Future posts will further unpack UDL, provide recommendations for pedagogical approaches, share a lesson plan template and provide a wealth of actionable strategies to use for UDL implementation.  <\/em><\/p>\n\n\n\n

Supporting Learner Variability<\/strong><\/h1>\n\n\n\n

As equity-minded educators, it is important we distinguish between three commonly and often interchangeably used terms: Universal Design (UD)<\/em>, Differentiated Instruction (DI) <\/em>and Universal Design for Learning (UDL)<\/em>.<\/p>\n\n\n\n

\"Concentric<\/a><\/figure>\n\n\n\n

To best understand these models, it makes sense to first understand accessibility<\/strong>. Ensuring content and experiences are physically and cognitively available to as many learners as possible is core \u2013 not just for legal compliance but as an end goal. Done proactively<\/em> and deliberately<\/em>, accessibility <\/strong>provides opportunities for all learners to access, engage with, and demonstrate their knowledge and skills without unnecessary challenges. Accessibility<\/strong> is the common core within all three models.<\/p>\n\n\n\n

Universal Design (UD) <\/strong>promotes infrastructures designed to provide physical accessibility for everyone. For example, a curb cut is not only intended for wheelchair access to the sidewalk but are also helpful for strollers, bikes, suitcases, rollerblades, and dollies. This type of thinking influenced UDL<\/strong> to design courses that maximize their accessibility to a diverse body of people. Doing so also supports compliance with ADA and Rehabilitation Acts that require \u201cequal access\u201d to course content for learners with disabilities. Seven principles serve as the foundation for UD<\/strong>: 1) equitable use; 2) flexibility in use; 3) simple and intuitive use; 4) perceptible information; 5) tolerance for error; 6) low physical effort; and 7) size and space for approach and use.<\/p>\n\n\n\n

Differentiated Instruction (DI)<\/strong> reflects brain-based variability in that we all learn differently, and we individually exhibit differences in our strengths and challenges. By getting to know our learners, educators provide accessibility by aligning teaching approaches and materials to create unique learning pathways. These pathways are tailored to individuals, or groups of individuals with similar strengths and\/or needs. DI<\/strong> uses a reactive and teacher directed approach to accommodate learners\u2019 needs.<\/p>\n\n\n\n

\"Shows<\/figure>
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UDL<\/strong> considers three broad learning networks of the brain (affective, recognition, and strategic) to provide multiple pathways for learners. Pathways are created by providing multiple methods for learners to engage with the course, its content, and ways to express their learning. Using UDL<\/strong> approaches ensures that all learners will be able to demonstrate their learning without unnecessary challenges unrelated to the academic content.<\/p>\n<\/div><\/div>\n\n\n\n

Universal Design for Learning (UDL)<\/strong> is a framework that borrows and expands on each of the previously mentioned models. UDL<\/strong> encourages educators to attend to the full range of learners\u2019 strengths and challenges to eliminate barriers to learning. Typically, instructors tend to teach to the \u201cmiddle\u201d learner \u2013 sometimes adding additional resources to extend learning or \u201cfixing\u201d learners performing below this benchmark. Whereas UDL<\/strong> promotes \u201cteaching to the margins\u201d by anticipating the range of variability. This approach eliminates the need for DI accommodation.<\/p>\n\n\n\n

\"Table<\/a>
UD, DI, UDL Education Scale (Adapted from UDL Now! [2016])<\/figcaption><\/figure>\n\n\n\n

Understanding the similarities and differences of UD<\/strong>, DI<\/strong>, and UDL<\/strong> will help you label the work you\u2019ve already done and determine how to move forward. Incorporating tenets of UDL<\/strong> may seem like a high bar after quickly converting our courses and just barely completing our first term of remote teaching. But that is what makes UDL<\/strong> especially important during this time. It is an equalizer that can help support the varying situations and needs of our learners during an incredibly challenging and complicated time.<\/p>\n\n\n\n

For UDL support, sign up for a 1:1 consultation with CTL<\/a>, check in with DAS<\/a>, or visit with the Faculty Media Center<\/a>!<\/p>\n\n\n\n

Stay tuned for part two of this series to learn pedagogical approaches for implementing UDL!<\/p>\n\n\n\n

Resources<\/strong><\/p>\n\n\n\n