The+Three+Principles+of+UDL

= The Three Principles of Universal Design for Learning = Read about how recent neurological research supports UDL.

(From http://www.cast.org/about/index.html)
 * //Multiple means of representation,//to give diverse learners options for acquiring information and knowledge,
 * //Multiple means of action and expression,//to provide learners options for demonstrating what they know,
 * //Multiple means of engagement,//to tap into learners' interests, offer appropriate challenges, and increase motivation

Principle One: Provide Multiple Means of Representation:
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Not all learners process information in the same way. When learners have difficulty understanding content in print, either because of a visual impairment, a learning disability, or because content is better processed through a means other than by viewing, it is important to provide options. Auditory learners for example, may understand better when they hear content being presented, and kinesthetic learners often need to take an active part in assimilating information. Additionally, all learners benefit from the representation of information in different modalities, because they can make connections among different kinds of representations. It is important for educators to administer a survey that encompasses probing questions about student learning styles at the beginning of the year, in order to understand individual preferences. For an example of a survey that aims at gathering information in order to shape teaching methods, please visit: [|All About You!]

Examples of multiple means of representation:
There are many resources that provide various modalities for presenting information:

Since the foundation for learning in school is literacy, it is important to provide the first examples of UDL strategies in this area. For students who are struggling with literacy,scanning print texts and using text-to-speech tools can assist students by allowing them to hear what they are reading, at their own pace.

If learners are able to adapt the format of content to suit their needs, the result is far more effective. While this is sometimes possible with print (for example, using a magnifiying lens to enlarge text) the use of technology offers many more flexible means for manipulating content to conform to the learning. Microsoft Word has a feature call Auto Summary that summarizes a whole section of text for English Language learners or students with literacy issues. Changing the background color and size of text, using images, video, highlighting text on projected images or interactive white boards, and changing the size of fonts assist students with literacy problems. Student response systems (also know as clickers) can help build prior knowledge with all students contributing, rather than just those willing to raise their hands.

**Principle Two: Provide Multiple Means of Action and Expression**

Every learner has strengths, and although some may be comfortable with self-expression through writing, there are others who are able to express themselves more fluently through other modalities. Students who have motor difficulties with writing may need scaffolding in the form of speech-to-text software that translates their words into print. Continuing with literacy as a foundation, students can demonstrate their learning by blogging, creating wikis, creating their own online books, making podcasts in which they record their voices and share images, writing poetry, or creating podcasts to share what they know.

Provide Multiple Means of Engagement
Depending on a variety of factors, such as cultural background, learning disability, personality, and many others, learners are engaged in different ways and on different levels. While variety may "be the spice of life" for some, for others changes in a daily routine are unsettling. Providing clear goals and expectations is key to all students engagement: if students understand what the goals are, and how the goals are important to their learning, they can begin to self-regulate and understand the purpose for being in school. Providing rubrics is essential to sustaining interest w-once students are engaged. Another key toward sustaining interest is to build cooperative learning skills; if students feel they are part of a community that is working together to build knowledge, they are more likely to attempt mediation when conflicts arise. This work towards communication-building can continue beyond the classroom. Giving students an opportunity to engage in real-world activities such as communicating with students in other countries can literally open up the world for them.

Allowing student input and choice on the content (rather than the objective) of a lesson can assist students who need to think and talk about what is on their minds. Giving students a choice about writing prompts, allowing them to write about issues that are salient to pre-teens and teens, for example, is another way to engage their interest.

For a synopsis of the three UDl principles, view a graphic organizer: http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf