Universal Design for Learning

Universal Design for Learning

    After six years of teaching 5th grade reading and writing, I’ve come to understand that there’s no such thing as a “typical” learner. Every class I’ve had has had a mix of personalities, learning styles, strengths, challenges and different social economic statuses. Still, it wasn’t until I fully embraced Universal Design for Learning (UDL) that I felt like I was truly teaching every student.

At first, I thought I was already being flexible by offering things like graphic organizers, and occasionally letting my students type instead of writing by hand, and providing opportunities for reading with audiobooks, but I started noticing that many of my students were not as engaged as I’d like, especially my students who struggled with reading fluency or had difficulty expressing their thoughts in writing. They were present, but they weren’t really participating. Without fully knowing I was doing it, I decided to intentionally redesign my instruction using principles very similar to Universal Design for Learning methods.

Some of the guidelines I am already using:

I began by offering more choices in how students engaged with reading and writing. For our first unit on personal narratives, instead of having everyone write a standard 2 page essay, I introduced multiple options for planning and drafting. Some students created digital storyboards using Book Creator, some recorded short videos, and others used traditional paper outlines. It amazed me how this small shift sparked such creativity and confidence, especially in students who usually hesitated to write at all. 

UDLs I can add right now to my teaching practice now:

Next, I looked at how I represented content. During our book clubs, I would like to add layers of accessibility: audio versions, visual summaries, character maps, and vocabulary slideshows with images and real-world examples. Students could interact with the text in a way that worked best for them, which helped even reluctant readers engage more deeply in discussions. I could see the depth of their thinking in a way that a written response alone might not have shown.

UDL that looks great, but I need help implementing:

As I continue to grow in my use of Universal Design for Learning in my 5th grade reading and writing classroom, I’ve come to realize that the physical environment plays a huge role in how students engage with learning. UDL emphasizes the importance of multiple means of engagement, and one way to do that is by creating spaces that include sensory, social, and students academic needs. Right now, my classroom functions well for whole-group instruction and small-group work, but I’ve noticed it isn’t always supportive of students who need quiet, focus-friendly spaces, or those who thrive in movement-friendly spaces. I’ve read about the benefits of flexible learning spaces in supporting UDL, and I’m excited by the idea of designing zones within the classroom for quiet, independent reading or writing, where students can work without distractions. I would like help to create sensory friendly spaces, or have a space for fidget bins, noise canceling headphones, or wobble stools. I would love help/support in understanding what’s developmentally appropriate for 5th grade when it comes to sensory-friendly design. I truly believe these changes will not only align with UDL principles but also increase student independence, confidence, and focus.

What I would like to explore more of in terms of implementing UDL:

As I continue to explore Universal Design for Learning in my classroom, I'm especially interested in how educational technology can be used to make my lessons more accessible, inclusive, and engaging for all learners. I want to go beyond simply adding tech to a lesson and instead offer students multiple ways to access content, express their understanding, and stay engaged. Whether it's through text-to-speech tools, collaborative writing platforms, or multimedia creation apps, I’d like to learn how to integrate these tools in a way that supports the diverse learning needs I see every day. I’d also love to see examples or models of how other teachers may have lessons using tech through a UDL lens, especially in reading and writing. 

Resources to help implement UDL with technology:

CAST.org: UDL Guidelines https://udlguidelines.cast.org

Digital Tools for Engagement 

Video sharing: FlipGrid

Online bulletin board: Padlet

Messaging: Google Hangout, Slack

Online survey: Google Forms (example)

Collaborative annotation tool: Hypothesis

Student response tools: Socrative, Pear Deck, Nearpod

Digital flashcards and quizzes: Quizlet, GoConq, Quizalize, Kahoot

The idea of implementing UDL will most likely come with challenges, as it requires extra planning and a willingness to release some control, but my classroom will feel more inclusive, more energized, and more responsive to the unique learners who walk through my door each year. UDL has shifted the way I define success in reading and writing and six years into my teaching career, I feel more excited than ever to keep growing alongside my students as I jump into the world of teacher/librarian.