UDL Worksheet 1

UDL Worksheet

Stephanie Vosicka

National University

ITL 606 7/21/18

Professor Reitman
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1. Examine the diagram below. Study the functions of the various parts of the

brain.

Regions of the Brain

2. Examine the diagram below. Study the areas of the brain related to the “Why”,

“What”, and “How” of learning.

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3. The second diagram comes from the CAST website. Study the diagram. Think

about how the 3 principles of Universal Design for Learning are related to

activation of each of the 3 areas of the brain identified in the diagram. The 3

principles are:

a. Multiple Means of Representation

b. Multiple Means of Action and Expression, and

c. Multiple Means of Engagement.

4. Explain how the definitions of the regions of the brain in the first diagram relate

to the 3 regions of the brain in the second.

The first diagram refers to the anatomical regions of the human brain while the

second diagram focuses on what sub-regions of the brain are used to process

information while following UDL (Universal Design for Learning) guidelines. The

‘Affective Networks’ section of the UDL chart involves the: frontal, parietal, and

temporal lobes of the brain to help become engaged with a learning topic. Then the

‘Recognition Networks’ section utilizes the farthest part of our brain, which includes

the: parietal, occipital, and temporal lobe for gathering and categorizing the

information presented. Lastly, the ‘Strategic Networks’ section mostly uses the

frontal lobe for organizing and performing tasks.

5. Given the information in the two diagrams above, explain the 3 Principles of

Universal Design (Multiple means of Representation, Multiple Means of Action

and Expression and Multiple Means of Engagement) in terms of how they relate

to brain function.
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The first principle of UDL, ‘Multiple Means of Representation’, addresses how

multiple means of representation should be used in a classroom so all students can

have an equal chance at understanding subject-specific context that can coincide with

their academic strength. This can be relatable to the second section of the chart

labeled as ‘Recognition Networks’. Based on how a student can gather and categorize

information, there are three things a teacher should consider: perception, language,

and comprehension. First, perception would address how a student should be

provided the information in a way that can be accommodating to various personal

circumstances (CAST, 2011). Second, language is apart of an important instructional

strategy that teachers should consider when presenting material in the classroom.

Teachers should ensure that their students receive an alternative representation of the

material that also coincides with their language comprehension level. Third,

comprehension can be heightened through proper design and presentation of the

material so students can practically apply their newly learned skills (CAST, 2011).

From an anatomical perspective of the human brain, students will mostly use their

parietal, occipital, and temporal lobe when attempting to categorize the information

presented in a classroom.

The second principle of UDL, ‘Multiple Means of Action and Expression’,

considers how action and expression is key to students processing information; this

can be seen as the third column in the second diagram under ‘Strategic Networks’.

Through physical actions, expression, and executive functions, teachers can better

understand how students structure their ideas when considering how to solve a

problem. Providing interactive material that is accessible to students, with and

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without disabilities, goes beyond reciting or assigning material from a textbook

(CAST, 2011). Giving students an assignment that is not only interesting or

challenging but can also provide an outlet for creativity can help students personally

interpret and remember the material via the activation of their frontal lobe.

The final principle to UDL, referred to as ‘Multiple Means of Engagement’, can

be seen in the first column of the second chart. This principle addresses how

educators can better motivate and engage their students when teaching material in the

classroom. As students are attempting to learn the subject-specific material in the

classroom their frontal, parietal, and temporal lobes become engaged. For teachers to

fully optimize student engagement in class they should consider how: interest,

persistence, and self-regulation can help students stay interested in the subject

material presented in class (CAST, 2011).

6. How does this help you understand the 3 principles of UDL? Given this

information, how you might structure each principle in the classroom?

As a visual learner myself, the diagrams do a good job of explaining how each

UDL standard can correspond to various parts of the human brain. However what I

found most helpful was the official UDL center website. The website does a good job

of explaining how important it is to consider that each individual student can process

information differently based on their various strengths, needs and interests. If I were

to apply all of the UDL principles into my future classroom I certainly feel that it

wouldn’t be too difficult to do considering all of the resources the website provides.
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For the principle regarding ‘Multiple Means of Representation’ I would use a

website called Quizzlet to help students improve their vocabulary comprehension. As

a future Biology teacher Quizzlet would allow me to post various scientific

vocabulary words discussed in my Biology class. For each unit, students can go over

each of the words with virtual flashcards or play various memorization games with

the assigned words in each unit. Not only would their comprehension and scientific

language skills improve but this website can be utilized as another resource for

students who struggle to remember complex vocabulary from the textbook. With the

website’s word scrambles and other games, students can learn important vocabulary

while having fun.

To integrate ‘Multiple Means of Action and Expression’ into my classroom I

would provide students the opportunity to express their creative talents via providing

multiple options to complete an assigned project. For example, if I were to assign a

project with the goal of having my students to understand what the structure of DNA

looks like, I would have multiple options that students can choose from to complete

the project. Some choices that I would provide for include a poster with a visual,

hand-made representation of DNA, to a homemade 3-dimensional model of DNA.

By giving students to choose from various options I am allowing my students to

better express how their personal strengths can challenge themselves and correlate

towards learning subject-specific concepts within my classroom.

For the last UDL principle, I would personally approach and ask my students

what they hope to accomplish in my classroom. By providing one-on-one feedback I

can, not only help my students create personalized goals but also, learn more about
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my students. From taking the time to get to know my students, I am showing them

how much I am willing to take time out of my day to get to know them better so that

we can form a positive student-teacher relationship. From providing a positive

relationship, I can gain their trust and keep an open line of communication between

my students regarding any personal or academic struggles.

7. Recall what you have learned about the similarities and differences among

children from ITL604. Explain 2 ways UDL can be an effective means for

addressing the learning needs of both typical and atypical students.

UDL is designed to build, support and provide alternatives for a wider range of

students that traditional teaching methods do not support and specifically through the

means of multiple or flexible ways to represent, express, and engage learners (CAST,

2011). This can be addressed in two ways, through personalized goal setting and

diverse classroom activities, both of which typical and atypical students can be

equally challenged by.

With goal setting, the teacher can approach both typical and atypical students in

the same manner, with a one-on-one meeting, in order to better understand each of

their personal academic strengths and needs. After assessing each student, the teacher

can then plan ahead on how to present subject material and adjust classroom

assignments accordingly. With assigning classroom activities for typical students, the

teacher can research how to make said assignments more flexible for the different

types of learners in the classroom (visual, auditory, telekinetic etc.). This can be

applied in the classroom by providing various activities that address each student’s
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strength (from matching vocab flashcards to showing animated videos both of which

cover the same class concepts). For atypical students, the teacher will most likely

need to take more time in making special arrangements for these types of students.

For example, if a student has an IEP for their limited hearing ability the teacher

should then make an alternative assignment for this student if the assigned classroom

activity relies highly on auditory cues (such as making a poster or writing a short

reflection on the concept).

8. How easy or difficult do you think it will be to effectively implement the

principles of UDL in your own classroom? Why do you think so; provide

rationales?

From what I have learned, UDL helps to provide flexibility and accessibility in

the classroom curriculum for students with and without disabilities. I believe that, for

the most part, UDL is a flexible teaching method that can be easily integrated into the

classroom. The principles behind it are self-explanatory and straightforward to

understand. As an educator, I should be open to whatever teaching practices that can

benefit my students and I believe that UDL is a practice that can address the most

diverse learning preferences within one classroom. I believe that UDL forces teachers

to rethink how accessible their course material is open and interpretable for students

with various needs. For example, giving a reading assignment from the textbook

might benefit visual learners but hinder tactile learners. Therefore through the

principles of UDL, a teacher would want to provide an additional activity or

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assignment that would also benefit tactile learners such as a vocabulary card matching

game or paper cutting/assembling activity.

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Resources

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.