Universal Design for Learning (UDL) is the design of learning materials and teaching methods to allow learners with wide-ranging differences in capabilities to attain the set learning goals (Bonnie, 2003, P.5). In UDL, flexible strategies are incorporated into the curriculum during development to enable all the learners to get into a wide range of learning. Technology is used extensively in UDL and it creates an opportunity for teachers to customize education especially with the use of digital texts to meet individual needs (Hall, Meyer, & Rose, 2012, P.11). The use of UDL in curriculum design possesses more advantages as compared to assistive technologies that were initially used. Assistive technologies accommodate individual needs but without change of courses (Bowe, 2000, P.1). In addition to this, traditional steps and assistive technologies are very expensive (Bowe. 2000, P.2).
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In our modern society, classrooms are more diverse than before. Freedom of being anywhere gives a room for studying in any school in any region. As a result, classrooms will contain learners with diverse ethnic, economic, and linguistic backgrounds. Teachers are confronted with the challenge of teaching students with disabilities, learners who are culturally and linguistically diverse (Richard & Debbie, 2011, P. 26). Educators are therefore required to make education more convenient for time-pressed students, more comfortable for people from diverse backgrounds, and more flexible for persons having different learning styles (Bowe, 2000, P.4).
Universal design for learning framework helps in making course concepts accessible and to accommodate all the learners regardless of their abilities. UDL environment will help in creating curricula accessible to all students through careful planning and design (Hall, Meyer, & Rose, 2012, P.10). UDL comprises principles that assist in reducing barriers to learning and it supports differentiated instruction (Richard & Debbie, 2011, P.34).
Universal Design for Learning Lesson Plan
|Lesson Duration (Minutes) |
|Lesson Title: |
What is Concept Mapping?
|Materials Needed: |
Interactive White Boards, Netbooks, Overhead projectors
|Learning Objectives: |
By the end of the lesson, the learner should be able to:
|Indicator: Link to Victorian Essential Learning Standards |
Students initiate personal learning goals and identify strategies for learning such as the use of concept maps to create a relationship between ideas. They initiate a range of independent activities; provide progress and summative reports for teachers.
|Anticipatory Set: (10 mins) |
Direct Instruction: (40 mins)
Conclusion: (10 mins)
Bonnie, G. (2007). Implementing Universal Design for Instruction (UDI) Principles to Maximize Learning for Students with Disabilities at the Jack F. Owens Campus of Delaware Technical & Community College. Michigan, University of Delaware: ProQuest.
Bowe, F. (2000). Universal Design in Education: Teaching Nontraditional Students. New York: Greenwood Publishing Group.
Hall, T., Meyer, A., & Rose, H. (2012). Universal Design for Learning in the Classroom: What works for Special Needs Learners? New York: Guilford Press.
Richard, G. & Debbie, M. (2011). Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach. New York: Cengage Learning.