Learning Technologies Week 5 - UDL and Standards-Based Lessons

Universal Design for Learning    

    Universal Design for Learning, otherwise known as UDL, is an education framework that “empower(s) everyone to have agency over their own learning. It allows educators and learners to set clear goals, anticipate environmental barriers, create meaningful options, and fully embrace human variability.” (CAST). The framework encompasses three principles to help guide learning: representation, action and expression, and engagement.

Article

    Kavita Rao and Grace Meo, in their article “Using Universal Design for Learning to Design Standards-Based Lessons” (2016) describe a process that they believe allows teachers to craft effective standards-based lessons utilizing the UDL framework. I am currently developing a lesson plan for 1^st grade music in which students utilize the Songmaker app from Chrome Music Lab to create, notate, and help others perform a theme or motif. This lesson plan is designed to address several Minnesota State Arts Standards: 3.2.2.3.1. Preserve personal melodic patterns using a system of notation or recording technology, and 3.2.3.6.1. Perform music with and for others, using technical accuracy and expression (Minnesota Department of Education [MDE], 2018). How might I apply the principles suggested by Rao and Meo to my upcoming lesson?

    First, Rao and Meo give a brief history of UDL and share a visual explaining the nine guidelines and 31 benchmarks within UDL’s framework. They also share that “studies have demonstrated that UDL-based instruction results in positive academic gains and increased engagement for students (Rao, 2016). They go on to introduce academic standards and how to apply UDL principles. Rao and Meo discuss Common Core standards, but in my elementary music classroom I most often utilize the Minnesota State Arts Standards surrounding music. The authors first describe “unwrapping” a standard. What do students need to know (concepts) and what do they need to do (skills)?

    Next the authors share how to apply UDL to four lesson components – goals, assessments, methods and materials (Rao, 2016). In my lesson planning process, I have thought through each of these so far. What is the goal or learning objective of the lesson? How will I assess students? What methods and skills will we use? And finally, what materials (and technologies) will we incorporate? I appreciate the flexibility that UDL provides. It is not a prescriptive process. UDL encourages educators to provide multiple means of action and expression (CAST, 2011). This exactly what I need to focus on in my lesson to make sure all learners are included. How do I provide options for physical inclusion and participation? By ensuring students have multiple methods to communicate. Most students will be able to utilize the Songmaker app on their iPad or Chromebook. It is color-coded and easy to navigate. Some students will need the encouragement of another student or paraeducator. Still others may find more engagement and expression by utilizing additional manipulatives, such as colored bean bags, scarves, or paper and crayons. Providing these different manipulatives also meets the second UDL guideline by providing options for language and symbols. The lesson activity is meant to encourage non-traditional music notation. If students are unable to use Songmaker (or don’t wish to), they can draw, color, use colored manipulatives, or other things as symbols. Music is a universal language – but that doesn’t mean we all have to follow the same rigid system of music notation (rooted in Western traditions). 

NETP and UDL

    The 2024 National Education Technology Plan Update, otherwise known as NETP, details three barriers to equitable learning through technology. One of these, the digital use divide, can be effectively addressed with UDL principles. The digital use divide describes the ability with which students are able to utilize technology. Learners have different prior experiences with technology, and come to the classroom with many different abilities and skills. UDL helps teachers use technology in the classroom by meeting students where they’re at and providing multiple means of expression as they become familiar with and then excel at using the technology.

 

 

 

References

CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA.: Author.
    Minnesota Department of Education. (2018). Minnesota K-12 academic standards in the arts.                      https://education.mn.gov/MDE/dse/stds/Arts/.  
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to design standards-based lessons.          SAGE Open, 6(4).
United States Department of Education, Office of Educational Technology. (2024). 2024 National     Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design, and     UseDivides. https://setda.info/2024netp

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