EDUC 5313: Week 5

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        Universal Design for Learning is key for maintaining flexible and inclusive learning environments. Kavita Rao uses the article “Using Universal Design for Learning to Design Standards Based Lessons” to demonstrate how teachers can identify differentiated goals for all learners based on the learning standards. Using Universal Design for Learning, educators can be proactive in the creation of their lessons that are flexible, creative, and aligned to the standards. Roa uses a method called “unwrapping” the standards and paring them with UDL strategies to set academic goals for students. This lesson planning method leads to “flexible methods, assessments, and materials that address the needs and preferences of varied learners” (Rao, 2016). These concepts are significant factors in any effective lesson plan. For my lesson on introducing a basic skill of digital literacy, identifying sources as credible or not, UDL principles are a great way to improve a lesson by giving students several opportunities to demonstrate their learning which is a key part of the UDL design. In addition, assessments are flexible as I have included both informal and formal assessments including a whole class activity and independent practice. Factors of UDL such as methods and assessment are connected to my Digital Literacy introduction lesson to make sure the lesson is instructionally solid and differentiated for all students.  

The Universal Design for Learning Guidelines include effective examples of instructional strategies. For my lesson on digital literacy, there are several strategies that are beneficial to students. Within Multiple Means of Engagement, it’s stated to “optimize relevance, value, and authenticity” (CAST, 2024). Being able to identify sources as safe, credible, and reliable is a crucial skill for any student to learn. A strategy I have found beneficial in my classroom is explaining to students how the content they are learning is important for their life outside of school. This lesson is extremely relevant and of great value as real world skills are prioritized.  

In addition to relevance, multiple means of action and expression are important. One example of interaction is to “vary and honor the methods for response, navigation, and movement” (CAST, 2024). One activity that we do frequently in my classroom and in the Digital Literacy lesson is students answering a two-option question by going to the corresponding side of the room and then discussing answers with the class. This strategy is great for requiring participation of every student by having them move to a side of the room, but it doesn’t force every student to speak. UDL strategies offer inclusive and differentiated strategies for all learners which is an effective way to prioritize every learner every day.  

The Digital Use Divide is a significant issue within education. Students need equal access to technology and learning tools to help them succeed both in school and in their own lives. The Digital Use Divide is a significant issue within education. Students need equal access to technology and learning tools to help them succeed both in school and in their own lives. The Digital Use Divide is a significant issue within education. Students need equal access to technology and learning tools to help them succeed both in school and in their own lives. The National Education Technology Plan, like Universal Design for Learning, prioritizes inclusive learning that provides equality for all students within the Digital Use Divide within the Digital Use Divide within the Digital Use Divide. UDL involves purposeful and authentic learning just as NETP integrates technology in a way that supports all learners. The NETP overviews inclusivity as it notes “all students should have equal opportunity to succeed”” (NETP, 2024). Similarly, UDL prioritizes inclusivity through “learning environments that are accessible, inclusive, and challenging for every learner” (CAST, 2024). Both the NETP and the UDL align with actions needed to decrease the Digital Use Divide by seeking to prioritize” (CAST, 2024). Both the NETP and the UDL align with actions needed to decrease the Digital Use Divide by seeking to provide equality and inclusivity for all learners.  

References  

CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/ 

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards-based lessons. 

SETDA. (2021, October 5). Equity of Access - Leadership, Technology, Innovation, Learning |