Module 4: Inclusive Multilevel Instruction Through UDL

In this module we discussed compared and contrasted differentiation and UDL. Both differentiation and UDL are conducive to planning inclusive lessons. We also began to develop inclusive lessons that have varied learning goals. The picture below is taken from Paula Kluth's blog.

Paula Kluth’s (2015) article on her blog provided some basics on how to be inclusive in your lesson design. These tips included:

·      Make sure that the curriculum resonates with students and include them in the planning process

·      Give all students a variety of ways to learn and interact in the classroom. This was clearly shown in this video from Edutopia

·      Use a variety of instructional materials

·      View standards as flexible – students can meet standards in a variety of way. Stay tight on the goals and standards and loose on the means students achieve those goals and standards

·      Keep high expectations for all students. It is best to assume competence instead of hold negative assumptions about learning potential

Differentiation comes from Carol Ann Tomlinson (2000) and is based on the belief that educators are more successful when students are taught at their readiness level, interest level, and learning profile. The four elements of differentiation are:

·      Process – varying how curriculum is presented and how students engage with it

·      Content – varying the learning challenges for different abilities, varying the topic based on students’ interests

·      Products – varying the types of products the students produce and how they are assessed

·      Learning Environment – varying the environments and making them more accessible

This excellent visual on differentiation is taken from the ASCD website.

Accommodations and Modifications

The Pacer Center’s Information sheet on accommodations and modifications provided a clear definition of how changing what we do as teachers can help students to be successful in school. A modification is “an adjustment to an assignment or test that changes the standard or what the test or assignment supposed to measure.” An accommodation is when a student completes “the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation.” The picture below of accommodations and modifications is taken from the Pacer Center.

But…..How do we do this in our lesson plans?

The Peterson & Hittie (2010) Inclusive Teaching PowerPoint provided us with the steps for planning lessons. In this module we focused on the first three steps. The last two were focused on module 5. The slides below are taken from the whole schooling.net website:

As a class we discussed how UDL and being “smart from the start” only strengthens this process. Here are the other steps in more detail:

Advanced UDL

The UDL Exchange helped us to see inclusive lessons that were smart from the start. We analyzed this lesson from last year. Notice how the lesson has an authentic and interesting theme that is focused on the real world – Survival Training. In addition the lesson is multi-disciplinary as it includes ELA, Math and Social Studies. The lesson has an overall goal and successful learning levels for all the students.

This lesson could be improved by adding adapted or additional learning goals based on students’ IEPs. The lesson assesses what students will learn but not how they best learn or how much effort they put into learning. Here is another example of an inclusive unit. Notice how this teacher has an interesting theme, interdisciplinary goals, and many different activities related to the achievement of her goals. The picture below is taken from the UDL Exchange.

And lets not forget our UDL Guidelines 3.0!

Notice the new focus on the Expert Learner and the checkpoints that we often overlook. The picture below is taken from the National Center on UDL.

Still not convinced we need all this variability in our lessons? Then watch these to videos:

The Myth of Average: Todd Rose at TEDXSonomaCounty

Todd Rose: Variability Matters at Cyberlearning Research Summit

Key References

Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST.

Peterson, M.J. & Hittie, M.M. (2010). Strategies for students with differing academic abilities. Inclusive teaching: The journey towards effective schools for all learners (2nd Ed.), Boston, MA: Allyn & Bacon.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.