Incorporating UDL principles in teaching and learning: Principle I

Video Transcription

Hi. My name is Ashley, and today's lesson is titled Incorporating New Deal Principles in Teaching and Learning: Principal 1.

In today's lesson, we will review the ideas of principle one of UDL. And then we will look at the three guidelines of principle one.

You may remember that principle one of UDL is provide multiple means of representation. This plainly means to provide a medley of learning approaches to offer students. Principle one consists of three guidelines. Let's take a look at the first guideline.

Guideline one states, "Provide options for perception." This means providing different ways that information can be heard, viewed, or experienced. As educators, we have to make sure that all students have an equal opportunity to learn. Therefore, we must provide these options.

The UDL center recommends the following ways to address guideline one. First, allow the display to be customized. If you're using some type of visual, whether on a computer screen or on a board, it should be customizable for better use for the student. Next, provide alternate auditory information such as speech-to-text software and visual diagrams and charts, as well as transcripts for video or audio clips. The final way to address guideline one is to provide alternate visual information such as text or spoken information for images in graphics.

Guideline two is to provide options for language, mathematical expressions, and symbols. Sometimes the information that's provided visually doesn't always convey the information we want students to learn. It can be very frustrating for students if they don't understand the structure or the language that is being presented. That's why it's very important that visual representations are clearly defined for student understanding.

The UDL Center suggests the following to address guideline two. Define vocabulary and symbols the students may not already be aware of. Emphasized syntax and structure, and connect the structure to previously learned structures. Decode texts and mathematical symbols. You can do this by using text-to-speech devices.

Encourage knowledge of other languages. When I taught students about carnivores, I told them in Spanish carne means meat. And that is why the word carnivore means meat eater. There are a lot of words especially in the Spanish language that are similar to the meanings of English words.

This also means to translate information from other languages in the case you have students who are first language learners with limited English proficiency. These students can be provided with translation tools to better help them understand. Lastly, Use multiple types of media to demonstrate information. This can be done by presenting information symbolically and in alternate forms.

The third guideline of principle one states providing options for comprehension. Educators main goal of instruction is to have students comprehend what they are learning. Therefore, content must be delivered in a way that promotes comprehension. And since no one student is the same and students don't comprehend information the same, support and scaffolding is necessary.

The UDL Center suggests the following to address guideline three. First, activate prior knowledge, or provide knowledge that will be needed in order to understand the concept. The use of organizers like KWL charts and models and demonstrations can assist in this area. Emphasize key elements and big ideas that are important for comprehension. Make sure to give examples and non-examples. Next, guide students through the information process by providing prompts and chunking information.

Lastly, maximize transfer and generalization by using organizers and mnemonic strategies and scaffolding to help connect learned information to prior knowledge. Pneumonic strategies really work. They emphasized what's important and what the student needs to know. And it sticks with the students. My students learn a mnemonic strategy at the beginning of the year on how to remember the regions of the United States. And they can still tell me all the regions by recalling the pneumonic.

Let's recap what we talked about in today's lesson. Principle one of UDL is providing multiple means of representation. To do this, we must provide options for perception by allowing displays to be customize and provide alternate auditory and visual information. Guideline two is to provide options for language mathematical expressions and symbols. It's important that visual representations are clearly defined for student understanding. And guideline three, provide options for comprehension, tells us that content has to be delivered in a way that promotes comprehension. This can be done by activating prior knowledge and emphasizing key elements to help maximize and transfer knowledge.

As we bring the lesson to a close, think about the following questions. What options can you offer for students to view or receive information? How can you better clarify information for your students? And since comprehension is our main goal, what can you incorporate in your teaching that would increase comprehension among your students?

As you reflect on how this information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.