Learning Framework
Universal Design for Learning (UDL)
Using UDL network-appropriate teaching methods and strategies supports students’ diverse recognition (What of learning) networks, strategic (How of learning) networks, and affective (Why of learning) networks.
UDL is unique to other instructional design models in that it emphasizes value and importance of ideas and connections to students’ lives through the affective network by adjusting levels of challenge, offering choices of rewards and choices of learning context.
The UDL framework provides a structure for reviewing and reinterpreting standards’ fundamental purpose and deriving appropriate goals for individual students. Considering the three brain networks can help determine whether a goal is focused on information (recognition networks), on process (strategic networks), or on significance for students (affective networks). Of course, all learning requires the whole brain, and goals do cross boundaries, but thinking broadly in this way helps us understand and refine our priorities, making learning goals clearer for teachers and students.
With the goal stated clearly and separated from the methods, teachers can use flexible media to individualize means, scaffolds, and performance criteria to suit individual students’ recognition, strategic, and affective networks. This variability helps teachers to focus the challenge at the right level and on the right content or skill targeted by the goal, freeing students from the confines of inappropriate media and materials.
The major components that makes Universal Design for Learning (UDL) a reality is that it emphasizes that changes must happen both from the bottom up and top down. In the world of education, bottom-up changes are driven by individual students, parents, teachers and administrators effecting change in classrooms, teaching methods, homework practices, and curriculum materials. Equally important are top-down changes –systemic changes in educational policies, professional development methods, publishing practices, economic models, and the participation of professional and lay organizations. These are “step-changers” that makes UDL different from other models that enhance the learning curve of different types of students.
The UDL model incorporates the Concord model because it espouses the need for technology infrastructure and support; has administrative supports; encourages teacher training and support; redefines roles for special and regular education teachers; collaborative curriculum planning; parent and community involvement; and has a plan for creative funding.
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