UNIVERSAL DESIGN FOR LEARNING AND DIFFERENTIATION

UNIVERSAL DESIGN FOR LEARNING AND DIFFERENTIATION INTRODUCTION The advancements in technology in this globalization time have brought about new opportunities for the teaching and learning of students with learning difficulties. With the increase in students’ diversity (Hock, Deshler, & Schumaker, 1999; Lane & Nadel, 2002; Scott, Mcguire, & Shaw, 2003), the special education is standing in the time of both challenge and opportunity (Mcguire, Scott, & Shaw, 2006). The “one-size-fits-all “curriculum approach is no longer effective since it ignores the diversity of students’ interests, strengths and weaknesses (Rose & Strangman, 2007). Even for students without learning difficulties, this approach makes them struggle to learn (Meo, 2008). Although the gap in academic, social and emotional performance between students with and without special needs is large (Frieden, 2004), each of them is unique, with a range of capabilities and qualities (Meyer & Rose, 2000; Rose & Meyer, 2002). Thus, a typical classroom is the collection of a wide variety of students with differences. Thus, the characters of the curriculum approach that is accessible and can engage these aforementioned qualities will be beneficial for the regular students and the students with special needs. One avenue that realizes the accessibility of curriculum to the diverse students with differences in ability, ways of learning, language, socio-economic background is the Universal Design for Learning (UDL) (Jiménez, Graf, & Rose, 2007). Like cooperative learning and reciprocal teaching, UDL adds a new method to the traditional and well-known instructional practices (Coyne, Ganley, Hall, Meo, Murray & Gordon, 2006) in increasing flexibility and accessibility, which ultimately benefits all learners(Jiménez et al., 2007). This essay reviews the current literature on UDL and analyses the case of Tim, a student with learning difficulties in a UDL lesson plan. By designing a lesson using UDL principles, the teacher has identified and removed barriers for an ESL student with low motivation and self-esteem, and passive learning practices like Tim. The UDL approach has tackled these barriers and built a supportive learning environment for Tim via the diversity in the representation of information (PowerPoint presentation, poster, handout and textbook), peer support activities, group work, modeling and pre-teaching vocabulary, allowing students to use online dictionary and creating a supportive and inclusive classroom climate. UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) is an approach to curriculum with the provision of multiple means of representation, expression, and engagement in the classroom ( Rose & Meyer, 2000). In application of UDL, teachers plan their teaching to meet the needs of a diverse group of students instead of making the ongoing adjustments for the students with learning difficulties (Pisha & Coyne, 2001). Three principles of Universal Design for Learning The UDL curriculum is structured according to three principles: offering multiple means of representation, expression and engagement ( Rose & Meyer, 2000, 2002). The first principle is the representations of information and concept, i.e., the information is presented in multiple formats that are accessible for all students (Courey, Tappe, Siker, & LePage, 2012). The UDL curriculum utilizes the power of new technology since print-based text will not meet the demand of all learners while digital - based texts are flexible in content presentation for every learner (Webmeyer, 2006). The multiple means of representation will help learners become resourceful and knowledgeable. The second component of UDL is the expression and performance, i.e., allowing students multiples choices in responding and demonstrating their learning (Courey et al., 2012). According to Jimenez, Graf and Rose (2007), granting multiple choices for students in expression their understanding will build up strategic and goal-directed learners. The final principle is the provision of multiple means of engagement. In other words, it is different ways that teachers do to stimulate students’ interest and motivate their learning (Courey et al., 2012). This will make students become purposeful and motivated learners (Webmeyer, 2006). Benefits of Universal Design for Learning The most outstanding advantage of UDL is that it happens prior to the decision of teachers about how to teach (Jiménez et al., 2007). Accordingly, the time-consuming adjustment and the investment in expensive technological devices will be eliminated (Bowe, 2000). Teachers anticipate their instruction and consider possible barriers that the students with special needs might encounter during the lesson and how to implement the UDL principles in tackling these problems. Application of UDL helps teachers design appropriate goals to address the needs of a variety of students as well as implement appropriate teaching approach responsive to each student differences (Rose & Meyer, 2002). Another benefit of UDL is the emphasis on the flexibility of curriculum in tailoring to students’ need rather than requiring students to adjust to a fixed curriculum (Meyer & Rose, 2005). In UDL approach, teachers are considered as coaches (O'Donnell, 1998) who support learning and students to build up knowledge and take control of their study. Additionally, the UDL curriculum highlights the role of cooperative learning (Johnson & Johnson, 1986; Wood, Algozzine, & Avett, 1993). CASE OF TIM - AN ESL STUDENT FROM VIETNAM Tim arrived in Australia one year ago. His parents are PhD students studying at the University of Queensland. Although in Vietnam Tim has been studying English as a subject at school, he mainly studies grammar, reading and writing. Thus, Tim does not speak English well. His parents have pushed him to improve his communication English. However, he is still shy and usually blushes when speaking in front of the class. The barriers for him now in class are less than what he encountered one year ago. He can read the textbook but is still shy to ask for help from friends and teacher when he encounters new words or cultural concepts in English. Tim reluctantly participates in class activities. He seems to view himself as a loser and underestimates his own abilities. He tends to develop learned helplessness. Moreover, coming from the country with the heavy influence of the Confucianism culture where learners are passive and hardly speak out their thought for fear of being wrong and losing face. This practice has imprinted deeply in Tim’s learning style. He only speaks when the teacher calls out his name. However, when it comes to writing essays, some of his papers are full of insights. In addition, Tim is good at drawing. In summary, obstacles for Tim, beside English as second language, are his learning style as a passive learner, lack of confidence and low self-esteem. UDL SOLUTIONS IN REMOVING BARRIERS FOR TIM According to Loreman, Deppeler, and Harvey (2005), in planning lesson for the inclusive classroom, besides planning the “what” of teaching, teachers must consider the “how” of teaching. In other words, teachers must design not only activities for all learners but also the appropriate techniques to convey information to them. In this case, lesson plan demonstrating UDL principles will help Tim solve the problems that he may encounter during the lesson. By identifying and barriers for Tim, purposes of the lesson are to improve Tim’s communication English, change his learning habit as a passive learner and to engage and motivate him to enhance his self – efficacy. Tim’s teacher has used multiple models of representing information (PowerPoint presentation, poster, handouts and textbook), peer support, group work, modelling, pre-teaching vocabulary, using online dictionary and building supportive and inclusive classroom. Using PowerPoint presentation, poster, handouts and textbook In order to tackle the passiveness of a special learner like Tim as well as his reluctance to engage in class activity, the use of PowerPoint presentation with music about symbols is the fresh start for the teacher to get the whole class involved in the lesson including Tim. For the students with short attention span and low motivation, digital texts with the use of visual, audio and images can stimulate these students and keep them focused ( Wehmeyer, Hughes, Agran, Garner, & Yeager, 2003). In this lesson, the teacher uses PowerPoint presentation on the topic, poster, handouts with details of guidance for group work, and textbook. For an ESL student like Tim, the designed text of teacher with changes in front size, sequence, layout in the PowerPoint slides and handouts can enhance his comprehension as the text is customized to him. Evidence from empirical studies acknowledged the effectiveness of multiple model texts toward the diverse group of learners (Strangman, Hall, & Meyer, 2003) since these multimedia materials allows them to link across symbol systems(Pailliotet, Semali, Rodenberg, Giles, & Macaul, 2000). Thus, using multiple representations will increase the students’ accessibility to information that is tailored to specific needs of students with learning difficulties ( Rose & Strangman, 2007) as in the case of Tim. Peer support from pair work activities In the first part of this lesson, students work in pair to talk about popular symbols that they have known such as symbol of good luck, money and royalty. In the following part, the requirement for the pair work is to share about the online images, symbols or pictures that best describe each student. Requirements of both tasks are simple and clear. For a student like Tim, he will be more confident in speaking about something he knows well without worrying about his English. In listening to his peer, positive influence from the activeness and confidence of his peer will be able to partly changeTim. Once he has motivation to change, he will become a better student. For the students with learning difficulties like Tim, factors such as attention, struggling with language, memory and meta-cognition process problems can lead to the failure syndrome (Miller & Mercer, 1997). This syndrome can be described as having low self-concept and low expectation of success (Brophy, 1998). Tim is no exception. Pair work activities can foster students’ meta-cognition (Mevarech & Fridkin, 2006; Shamir, Mevarech, & Gida, 2009). In this case, Tim is asked to share with his peer about symbols and images he knows well. Thus, Tim can easily link images he has just seen in the teachers’ introduction to what he has learned before. Research about benefits of working in pair demonstrated that it helps promote active learning and positive classroom climate and is the favourite activity of many students (Maheady, Harper, & Mallette, 2001). In the case of Tim, working in pair is the perfect condition for him to ask for help in explaining new words, culture concepts and making friends. In doing so, Tim will feel more connected to his peers, class and school. Group work In group work, the teacher has assigned each group member a role to ensure all of them contribute equally to the task. In this lesson, five students in one group will create a story out of five images and present it in a poster. Using group work in the classroom will bring about opportunities for students to develop social and interpersonal skills and learn from other group members (Knight, Graham, & Hughes, 2004). Tim can learn from listening and working collaboratively with other group members in completing the task. Furthermore, Tim’s group can take advantage of his gift in drawing. Thus, Tim has an opportunity to show his talent to his classmates. Accordingly, he will feel self-worth and valued. Working in group that way is a good opportunity for a student with learning difficulties like to involve socially in the group activities in the classroom (Westwood, 2008). Additionally, Tim can learn how to work together productively, which he could not learn in the teacher-centered classroom in his home country. Showing cooperation behaviours in a group, such as listening attentively, sharing, giving constructive feedback to others and offering help (Yamanashi, 2005) will turn Tim from a passive to an active learner as well as raise his self-efficacy in studying. Dranoff (2006) suggested that group work can bring diverse students together and to make students feel safer and more comfortable with one another and foster school connectedness . Pre-teaching vocabulary, modelling storyline in poster and using online dictionary At the beginning of this lesson, teacher pre-teaches vocabulary and explains culture concepts as well as objectives of the lesson clearly. This shows the inclusiveness approach of teacher toward all learners including Tim. In guiding group work, teacher shows a demonstration of a poster model which presents a storyline for students to learn. In fostering productivity of all students including Tim who struggles with new words and the speaking skill, teacher allows using online dictionary. According to Deppeler (1998), pre-teaching vocabulary, modelling and specific and frequent praise are strategies of an inclusive teacher. For a student with learning difficulties like Tim, explaining new words and concepts from the start of the lesson is of vital importance. Without doing so, Tim will lose track in following the next set of tasks. According to Impecoven-Lind and Foegen (2010) students with learning difficulties often struggle with basic concepts due to deficits in cognitive processes. Therefore, it is necessary to pre-teach these concepts. Supportive and inclusive classroom climate In this lesson, teacher treats students with respect and care, some of the activities call for volunteers to contribute to the lesson. In the inclusive classroom, the general attitude of the teacher and the peer group towards the student with learning difficulties must be supportive and accepting (Westwood, 2008). In case of Tim, to optimize chances for him to involve in social interaction, teacher has designed more non-academic activities ( making poster, asking students to connect to their prior knowledge) , since these activities can place the students with learning difficulties in a situation where he or she can more easily fit in and contribute (Westwood, 2008). Furthermore, at the beginning of the lesson, students are encouraged to contribute to the goal- setting process. Teacher reminds the whole class these goals by writing them on the right corner of the board. Thus, involving students in goal setting process will promote students’ learning and determination to achieve the lesson objectives (Wehmeyer, Hughes, Agran, Garner, & Yeager, 2003). Besides, teacher encourages students to give feedback on their peer group as well as the model story. This will increase students’ sense of agency and brings about positive influence in motivating Tim to take control of his study and become an active learner. CONCLUSION In conclusion, the Universal Design for Learning provides a foundation in creating learning opportunities for all learners ( Rose & Meyer, 2006). Implementing UDL lesson, teachers can identify possible barriers prior to the teaching and learning so that difficulties that students encountered will be addressed strategically within the curriculum (Coyne et al., 2006). In planning this lesson, the teacher has identified and tried to remove barriers for Tim, an ESL student who is passive in learning, has low motivation and self-concept, via the principles of UDL. First, the diversity of formats in presenting information such as using PowerPoint presentation, poster, handouts and textbook has tapped into the attention of Tim and other students in the classroom. Additionally, modification in the font size of words, colors, format can be made to tailor to the special needs of Tim who speaks English as second language. Second, the use of peer support and group work are useful in connecting Tim to other classmates and learning from the confidence and autonomy of other active learners in class. Tim has a chance to show his talent in drawing in front of his peer, which will contribute to his self-worth and raise his self-efficacy. Finally, the classroom climate is inclusive and supportive where all students are encouraged to contribute to the lesson and give feedback to other group’s performance. However, without the aid of technology, it is hard to apply the UDL curriculum. Current technology allows a flexible approach to curriculum that helps students to be resourceful, strategic and motivated learners (Webmeyer, 2006). References Bowe, F. (2000). Universal design in education: Teaching nontraditional students: Praeger Pub Text. Brophy, J. E. (1998). Failure syndrome students: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois. Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2012). Improved Lesson Planning with Universal Design for Learning (UDL). Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. Coyne, P., Ganley, P., Hall, T., Meo, G., Murray, E., & Gordon, D. (2006). 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Promoting cooperative learning experiences for students with reading, writing, and learning disabilities. Reading & Writing Quarterly: Overcoming Learning Difficulties, 9(4), 269-376. Yamanashi, J. (2005). A cooperative approach to assisting students at risk of educational failure. Special Education Perspectives, 14(2), 62-76.  APPENDIX LESSON PLAN USING UNIVERSAL DESIGN FOR LEARNING Source: Unit 1 (p.2- p.5), Mcmillan English 9 for the Australian Curriculum Subject English Level Year 9 Strand Literacy Title Images and layout Outcome Understand meaning of images in context. Create story with theme from images. Understand the patterns of layout in print and multimodal texts. This helps students as readers and viewers follow the idea and get the message. Assessment Each student makes a story by placing his or her chosen images as the theme. Groups of 4 students create a story based on a set of 5 color pictures and publish in poster presentation. Each student searches for a picture/image/symbol that best describe him/her and their belief. Materials Textbook, PowerPoint slides, 5 sets of color pictures, classroom with 20 computers connected to the internet, overhead projector, posters, advertisement of Lavazza coffee poster, markers, color pens, blu-tac, handouts and bell timer. LESSON OPENING POSSIBLE LEARNING BARRIERS UDL SOLUTIONS Representation – Expression - Engagement Begin with PowerPoint presentation with music on Aboriginal symbols and hieroglyphs. Review popular symbol and icons (e.g., symbols of Scorpion, good luck, money…) Set up objectives for today’s lesson making connection between words and images Reading the layout Ask students to give examples of kinds of texts where words and images are integrated ( book cover, cartoons, graphic novels, newspapers, magazines, the internet, picture books ) Attention/Motivation Understanding English Making connection to real life Cultural understanding Organization Behaviour Motivation Self-monitoring Language Making connection to real life Responding orally Pre-teach vocabulary (Representation : provide alternatives for accessing information and option for comprehension) Ask students to work in pair and list at least 5 symbols and their meanings in the PowerPoint slide. Allow wait time before responding; discuss with partner before sharing with class. (Representation: provide options for language, mathematical expression and symbols. Engagement : foster collaboration and community) Ensure the ESL students can work with a peer who can help explain new words. (Engagement : foster collaboration and community) Encourage discussion and thinking. ( Representation : highlight critical features and activate background knowledge) Write the objectives on the right corner of the board. Ensure the students with learning difficulties understand these objectives. (Representation: provide options for language, mathematical expressions and symbols. Expression : guide appropriate goal setting) Make the classroom climate supportive and flexible with students raising their hands to answer. (Expression: provide options for expression and communication. Provide instructional, welcoming and inclusive classroom climate) TEACHER INPUT POSSIBLE LEARNING BARRIERS UDL SOLUTIONS Representation –Expression - Engagement Content 1 : Connection between words and images Reading out-loud the stories that are made by linking these images. Explain how images can “mean” different things depending on their context, in this case, the change in the center of the group of images, a different story might be told. This center images will represent the theme of the story. Exercise Ask all students to choose their center images. Group ones with the same choice into a group. Each of them outline their own stories by these images Share among group their stories and what the center image represents Content 2: Reading the layout Teacher show the Lavazza coffee advertisement Get students involve in analysing the poster. Explain the “layout” pattern. Exercise : Divided students into mixed ability group (4 groups 5) and assigned each group handouts of 5 color images to use in a narrative and present the group’s story in a poster Review layout elements (framing; left and right; top and bottom) and steps to make a poster. Decoding text Understanding English Motivation Attention Motivation Writing/language Metacognition Listening comprehension Self-confidence Motivation Responding orally Viewing Organization Behaviour Social interaction Executive functioning Following direction Show the images and the copy of 2 stories on the projector. (Representation: provide options for perception. Offer alternatives for visual information) Review vocabulary. (Representation: provide options for language, mathematical expressions and symbols. Clarify vocabulary and symbols) Students are allowed to use online dictionary. (Expression: provide options for expression and communication. Use multiple tools for construction and composition. Provide options for responding. Engagement : optimise individual choice and autonomy) Students sitting in a small group to see and face speaker during discussion (Representation: provide options for perception. Engagement: provide options for sustaining effort and persistence. Foster collaboration and community) Go around groups, listen to their stories, give feedback and praise efforts. (Engagement: provide options for sustaining effort and persistence. Provide master-oriented feedback) Show Lavazza coffee poster on the board (Representation: provide options for perception. Provide multiple examples) Encourage them to make comments pattern, wording, color, detail, font size…of this poster. (Engagement: provide options for recruiting interest. Minimize threats and distractions. Optimize relevance, value, and authenticity) Assign students in each group with a different plastic colored cup randomly. Announce the role of each group member based on the cup’s color as group leader, timekeeper, reporter, artist and secretary. Put a bell on teacher’s desk as a timekeeper. (Expression: provide options for sustaining effort and persistence. Foster collaboration and community. Facilitate personal coping skills and strategies) Show them on projector and give each group a handout. (Representation: provide options for perceptions. Offer ways of customizing the display of information) GUIDED PRACTICE POSSIBLE LEARNING BARRIERS UDL SOLUTIONS Representation –Expression- Engagement Ask each group to decide on their center images as the theme for their story. Highlight the requirement of linking all 5 images into a story and the implication each image refers. Walk around the class to supervise their group work. Use the bell to end the group work activity. Each group shares their storyline and poster Decision making Metacognition Making connections Group work engagement Public speaking Self-confidence Present a model story as a poster presentation on projector for the whole class. Explain layout elements and their roles in conveying meaning. Remind students of font size, colors and wording in their poster. (Representation : provide options for comprehension. Highlight patterns, critical features, big ideas, and relationships) Make sure the entire group member have the fair share of the task without individual’s domination. (Expression: provide options for sustaining effort and persistence. Provide instructional, welcoming and inclusive classroom climate) Ensure all the group members have something to share about their poster and storyline. Encourage students of other group to comment on their peer task. (Engagement: provide options for recruiting interest. Optimize individual’s choice and autonomy) Give feedback and praise their great job. (Engagement: provide options for sustaining effort and persistence. Increase mastery-oriented feedback) INDEPENDENT PRACTICE POSSIBLE LEARNING BARRIERS UDL SOLUTIONS Representation – Expression- Engagement Ask student to find an images, symbol, book cover or any multimodal texts that represent their belief or best describe themselves and share with friends Attention Staying on task Learned helplessness Students are allowed to move to the computer desk to search online for their images. (Expression: provide options for expression and communication. Use multiple media for communication Engagement: provide options for recruiting interest. Optimize individual’s choice and autonomy) Think-pair-share (share with the one sitting next to you) (Engagement: provide options for self-regulation. Facilitate personal coping skills and strategies) CLOSURE POSSIBLE LEARNING BARRIERS UDL SOLUTIONS Representation –Expression- Engagement Teacher call students to speak about their slogan images Summarize today’s lesson and mention about the next lesson on book and magazine cover Assign homework Self-confidence Responding orally Memory Transitioning to new learning Making connection Organization Writing Memory Choose the ones who are voluntary (Engagement: provide options for self- regulation. Optimize individual choice and autonomy) Ask students to observe poster, advertisement layouts outside school and “read” the patterns and messages conveyed in images. (Representation: provide options for comprehension. Maximize transfer and generalization) Write down homework in communication book and involve parents (Engagement: Provide options for self-regulation. Develop self-assessment and reflection) Source of UDL lesson plan template was retrieved from: http:www.mast.ecu.edu/modules/udl/lib/Metcalf-UDL%20Intro-2012-02-29.pdf Educ 7202 Final Assignment Hieu Thi Kieu s4277622 21