Given what you have learned about UDL thus far, it is likely that you have alrea
Given what you have learned about UDL thus far, it is likely that you have already implemented elements of it in your teaching. If you have reflected on a lesson, determined the barriers for your learners and made changes for the next delivery you have begun your UDL journey. If you have considered the diverse needs of your learners and proactively provided support, you have already started embedding UDL. If you have questioned whether the assessments you use accurately evaluate your learning outcomes, and made changes to make them more authentic, you are well on your way. Implementing UDL in your current context may seem daunting, but there are some great ways to get started to gain quick benefits for educators and learners.
The following video, Getting Started [1:14] by UDL On Campus (2015), offers some quick tips on how to start thinking about and implementing UDL into your curriculum, course and/or program.
There are a number of strategic approaches to support UDL implementation in your context. Review the ideas below and determine which approach, or combination of approaches, you feel would suit your context best.
Learning Outcomes
An ideal place to begin with UDL implementation is by reviewing and refining the curriculum or course learning outcomes. Effective implementation requires content to have measurable and explicit learning goals/outcomes. Consider the following implementation steps for your context:
- Review your learning outcomes/goals and refine them, if required
- Brainstorm all of the different ways a learner could meet each learning outcome/goal
- Refine your brainstormed list by considering possible barriers in your context. Ultimately, you want a list of UDL options you can actually offer
- Embed those UDL options into your curriculum/course
- Reflect
When using this approach for your UDL implementation, it is important to note that the application of UDL does not modify or provide options for the learning outcomes/goals. Instead, UDL encourages offering students options to obtain knowledge, as well as options to demonstrate their learning to meet those outcomes/goals.
Assessments
UDL can be implemented in diagnostic, formative, or summative assessment methods. UDL assessments are:
- Specific to the course learning outcomes
- Authentic and accurate, as the assessments are designed to measure the learning outcomes and not extraneous skills or knowledge
- Equitable and inclusive in that they provide options so learners can leverage their strengths to show their learning
The video, UDL and Assessment [3:09] by UDL On Campus (2014), offers a short, but detailed look at how UDL Guidelines can be included in assessments:
Because UDL is not prescriptive regarding the types of assessments used, post-secondary educators have the flexibility needed to create assessments that are construct relevant and provide options to learners to demonstrate their mastery of the content. Below you will find some general tips to support applying the U