UDL

According to research by CAST (2020), Universal Design for Learning (UDL) emphasizes “multiple ways of representation, multiple ways of expression and action, and multiple ways of participation”. UDL promotes inclusive education by ensuring that all students have access to knowledge in a way that aligns with their learning style.

Looking back on my learning experience, I remember having trouble learning solid geometry in high school. My weak understanding of spatial thinking has led to my inability to easily imagine the shapes and variations of three-dimensional objects. The teacher asked a question to think about in class:”If a cube were cut twice horizontally, vertically, and sideways, how many small cubes would you get?”However, teaching methods at the time relied mainly on the traditional mode of teaching, where teachers simply wrote formulas and explained theories on blackboards. As a visual and hands-on learner, it is difficult for me to truly understand the spatial structure of this problem without visual tools, real-life examples, or interactive activities.

I was frustrated by the lack of Multiple Means of Representation. Luckily, my friend helped me by bringing me a cube-shaped piece of tofu and letting me cut it with my own hands, and by looking at the shape of the cut, I finally understood the solution to this problem. This experience changed my perception of UDL and made me realize that Multisensory Learning is essential to support students with different learning styles. If my teacher had been able to combine dynamic diagrams, videos, or 3D models, I would have been able to understand geometric concepts more easily and increase my interest in learning

As a kindergarten teacher, I have noticed that children receive stories differently. At first, I only told stories verbally, but I found that many children had trouble paying attention and even started looking around. Also, some children will ask me, “What color is a mermaid’s tail?” —this indicates that they need visual aids to enhance understanding.To solve this problem, I adapted the way I tell the story and include picture books and animated videos when telling the story. The results showed that the students’ concentration and comprehension improved dramatically, and they were more active in class interactions. Later, I introduced role-playing activities to allow children to play roles in the story to enhance their sense of participation. This Multiple Means of Engagement and Multiple Means of Expression makes children feel more relaxed and increases their interest in learning and participation in class.

One specific UDL strategy that I will implement in future classrooms is Flexible Assessments. Traditional assessments, such as standardized tests, often don’t adapt to different student learning styles, so I’ll offer a variety of ways for students to showcase their learning, including: Project-Based Learning – having students make models, drawings or digital presentations instead of just taking a written test. Oral Storytelling & Role-Playing – For students who have difficulty in writing, they can demonstrate their understanding through oral expression or dramatic performance. Multimedia Presentations – Allows students to present their learning using videos, infographics, or audio recordings. By implementing flexible assessments, I am able to ensure that all students can demonstrate their understanding of learning in a way that works for them, leading to more equitable educational opportunities.

Despite the many advantages of UDL, there are challenges in practice. One of the main hurdles is that creating multimodal instructional materials requires additional time and resources, and teachers may feel overburdened. To solve this problem, I plan to leverage existing digital resources such as Khan Academy and EdPuzzle – which offer interactive lessons and videos that support different learning styles. Google Slides and Nearpod – Create visual instructional materials that meet the needs of visual learners. Speech-to-Text Software – Helps students with dyslexia express their ideas more easily.

My learning and teaching experiences have further reinforced my understanding of the importance of UDL. By integrating multiple ways of participation, multiple ways of representation, and multiple ways of expression, I hope to create an inclusive classroom that ensures that every student has a fair chance to learn.

To better illustrate the three principles of UDL, in response to the math problems I encountered in high school, I designed the course content to show the three-dimensional sense of space with dynamic diagrams, and click the link to go to Google Slides to view.   https://docs.google.com/presentation/d/1aMol-UCbZTBmM8uTfxZE8qjiSVeYbzsuvtqxh9EG4Vo/edit#slide=id.p1

Reference

CAST. (2020). Universal design for learning guidelines version 2.2. Retrieved from https://udlguidelines.cast.org