UDL and CRT
What they are and how to connect them
What is UDL?
UDL stands for Universal Design for learning and was
developed as a” framework to improve and optimize teaching
and learning for all people based on scientific insights into
how humans learn.” (CAST, n. d.) The framework consists of
three principles: 1. Multiple Means of Representation; 2.
Multiple Means of Engagement; 3. Multiple Means of Actions
and Expression. (CAST, n. d.) Furthermore, the framework
should guide teachers in planning their instructions. (Anderson
& Kieran, 2018)
Figure 1. [Picture without title of UDL Principles]. Retrieved on June 5, 2021, from
https://www.mtu.edu/ctl/instructional-resources/universal-design-for-learning/
1. Multiple Means of Representation
• The what of learning
• Focuses on different ways students take in and understand
information
• There is not one representation strategy that fits all learners,
therefore there should be multiple options of representation.
(CAST, n. d.)
• The goal is for students to become more resourceful and
knowledgeable (Nisbet, 2019)
How to use it in the classroom:
• Teachers should ask themselves: “How can I present
information in ways that reach all learners? Have I
considered options for how printed texts, pictures, and charts
are displayed? What options do I provide for students who
need support engaging with texts and/or with auditory
learning?” (Posey, n. d.)
• Examples:
➢ Provide different options to access knowledge through texts,
audiobook, partner reading, games, videos or text-to-speech
➢ Students can adjust colors or fonts with technology (Posey,
n. d)
➢ Translate keywords or texts for language learners or hearing-
impaired students
➢ Let students identify key ideas or concepts and create a
display (Nisbet, 2019)
Anderson, C. & Kieran, L. (2018). Connecting Universal Design for Learning
References
With Culturally Responsive Teaching. Retrieved on June 3, 2021, from
https://www.researchgate.net/publication/326179926_Connecting_Universa
l_Design_for_Learning_With_Culturally_Responsive_Teaching
Bass, G. (2020). Culturally Responsive Teaching and UDL. Retrieved on June
3, 2021, from https://www.facultyfocus.com/articles/equality-inclusion-and-
diversity/culturally-responsive-teaching-and-udl/
What is CRT? Why should you connect them?
2. Multiple Means of Engagement:
CRT stands for Culturally Responsive Teaching and was developed to In many key areas, UDL and CRT overlap. Both frameworks are designed
• The why of learning “connect students’ cultures, languages, and life experiences with
• Focuses on different ways learner can be engaged and to make students feel welcomed, appreciated, and are expected to
what they learn in school”. (Educators Team at Understood, n. d.) achieve high in the classroom. Furthermore, they also promote the
motivated There are different definitions and views of CRT, however, Zaretta uniqueness of each student with preferred learning ways and needs
• There is not one engagement strategy that fits all learners, Hammond created a framework for CRT which is widely known. and keeping their backgrounds and needs in mind. (Nelson, n. d.) By
therefore there should be multiple options of engagement (Anderson & Kieran, 2018) It consists of four ideas, which teachers combining UDL and CRT, educators can create a safe and welcoming
(CAST, n. d.) should learn: 1. Awareness; 2. Learning partnerships; 3. Information
• The goal is to give students the motivations and purpose to learning space for all learners within a classroom. (Bass, 2020)
processing; 4. Community of learners and learning environment.
learn. (Nisbet, 2019) (Hammond, 2013) The goal of CRT is to “maximize students’ How to connect them?
academic achievement by integrating their cultural references in the In the article “Connecting Universal Design for Learning With Culturally
How to use it in the classroom: classroom” (Educators Team at Understood, n. d.) and trying to
• Teachers should ask themselves: “How can I engage all Responsive Teaching”, Anderson & Kieran (2018) write about how the
reach all students. three principles of Universal Design Learning can be connected with
students in my class? In what ways do I give students choice
and autonomy? How do I make learning relevant to students’ Culturally Responsive Teaching. Here are a few examples how a
1. Awareness: connection between UDL and CRT can look like in the classroom:
needs and wants? In what ways is my classroom accepting • Be aware of own culture Multiple Means of Representation + CRT:
and supportive of all students?” (Posey, n. d.) • Understand other cultures and perspectives ➢ Included resources from different cultural viewpoints
• Examples: • Awareness of biases and how to overcome them
➢ Get to know students interests and incorporate them in the ➢ Showing diversity as a strength
2. Learning partnerships; ➢ Have conversations that challenge dominant viewpoints
lessons • Reshaping teacher-students relationships into a partnership
➢ Give students different choices of doing a task ➢ Promote Growth Mindset
• The teacher supports and challenges students at the same ➢ Provide multiple representations that everyone can access
➢ Make sure students know why they are learning something time
(Posey, n. d.) • The teacher makes sure that stereotypical threats are
➢ Choice of working in groups or individual Multiple Means of Action and Expression + CRT:
eliminated to reduce the stress of a student ➢ Provide and honor different methods for students to share their
➢ Flexible classroom and sitting options (Nisbet, 2019) 3. Information processing; knowledge
• Helping students to process new information using different ➢ Provide options for group work and discussion to support
new strategies language fluency and cultural exchange
• Give students formative assessments and feedback to ➢ Feedback from teacher to grow and develop
support growth ➢ Support reflecting methods for students to evaluate and growth
• Give realistic opportunities to process content ➢ Acknowledge English and local language in the classroom
3. Multiple Means of Actions and Expression 4. Community of learners and learning environment.
• Creating a safe environment for learning Multiple Means of Engagement + CRT:
• The how of learning • Listen to students' opinions and views ➢ Allow options to choose from a variety of tasks or assignments
• Focuses on different ways how students can express and • Integrate classroom routines and rituals to support the ➢ Design flexible assignments to help students make meaning of
show their learning classroom environment their learning
• There is not one action and expression strategy that fits all (Hammond, 2013) ➢ Involve student's life and experience in classroom and tasks
learners, therefore there should be multiple options of action (problem-based tasks)
and expression (CAST, n. d.) ➢ Allow students to share their values about learning to reduce
• The goal is that students become strategic and goal- self-image threats
oriented (Nisbet, 2019) Examples of CRT in the classroom: ➢ Expectations of behavior are clear and positive promoted
• Get to know your student or interview (Anderson & Kieran, 2018)
How to use in the classroom: them
• Teachers should ask themselves: “How can I offer purposeful • Integrate students in wordings of
options for students to show what they know? When can I tasks
provide flexibility with timing and pacing? Have I considered • Have different learning stations
Final Thoughts
methods aside from paper-and-pencil tasks for students to • Invite a guest speaker
show what they know?” (Posey, n. d.) • Gamify lessons
Even if UDL and CRT seem very similar to each other, they are not the same.
• Examples: • Involve every student during tasks or
Although a teacher might be using UDL already in their classroom, does it
➢ Help students track their goals by giving feedback and discussions
not mean that they are culturally responsive as well. UDL focuses on
tracking the process • Let students propose ideas
supporting learner variability, while CRT is designed to focus on student's
➢ Multiple options of how they can show their learning like • Group or Peer learning
diversity. (Degner, n. d.) When integrating these practices, the teacher also
posters, videos, comic, digital presentation, or building a • Use media to represent a wide range
needs to be aware of their own cultural perspective to fully embrace the
model of cultures
diversity of their classroom. (Anderson & Kieran, 2018) It is as well important
➢ Access to learning software • Use problem-based scenarios
Figure 2. [Picture of Ready for Rigor]. Retrieved on June 5,
to note, that for these practices to be affective the teacher needs to know
➢ Give options for navigation and control (Nisbet, 2019) (Guido, 2017) 2021, from
https://blackboard.nhlstenden.com/bbcswebdav/pid-
their students and has built a strong relationship with them, in order to help
4924938-dt-content-rid-15656642_6/courses/PO-1920-
1200/READY-FOR-RIGOR_Final1.pdf
them develop to expert learners. (Degner, n. d.)
CAST. (2019). The UDL Guidelines. Retrieved on June 2, 2021, from Educators Team at Understood. (n. d.). What is culturally responsive Hammond, Z. (2013). Ready for Rigor: A Framework for Culturally Responsive Nisbet, J. (2019). Universal Design for Learning: Principles and Examples for
teaching?. Retrieved on June 3, 2021, from Teaching. Retrieved on June 2, 2021, from
https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&u 2019. Retrieved on June 3, 2021, from https://www.prodigygame.com/main- More about UDL
tm_campaign=none&utm_content=aboutudl https://www.understood.org/en/school-learning/for-educators/universal- https://blackboard.nhlstenden.com/bbcswebdav/pid-4924938-dt-content- en/blog/universal-design-for-learning/ Academic Poster
(CAST Website)
design-for-learning/what-is-culturally-responsive-teaching rid-15656642_6/courses/PO-1920-1200/READY-FOR-RIGOR_Final1.pdf Created by
Emily Schappert
Degner, J. (n. d.). Culturally Responsive Teaching and the UDL Connection. Posey, A. (n. d.). Universal Design for Learning (UDL): A teacher’s guide.
Retrieved on June 3, 2021, from Guido, M. (2017). 15 Culturally-Responsive Teaching Strategies and Nelson, L. L. (2018). What is Culturally Responsive Teaching? An Expert Retrieved on June 2, 2021, from https://www.understood.org/en/school- June 2021
Examples + Downloadable List. Retrieved on June 3, 2021, from Interview with Dr. Loui Lord Nelson. Retrieved on June 3, 2021, from
https://www.learningdesigned.org/sites/default/files/CulturallyRepsonsiveTe learning/for-educators/universal-design-for-learning/understanding- CRT Framework by
achingUDLConnectionSummit17.pdf https://www.prodigygame.com/main-en/blog/culturally-responsive- https://www.kennedykrieger.org/stories/linking-research-classrooms- universal-design-for-learning
blog/what-culturally-responsive-teaching-expert-interview-dr-loui-lord- Hammond (2013)
teaching/
nelson