Resources

Critical Elements of UDL Implementation

This document provides the UDL-IRN’s current belief structure related to the implementation of UDL. When UDL provides a basis for instruction and curriculum design, these core beliefs should holistically provide the foundation of these practices.

AS A FRAMEWORK, WE BELIEVE UDL…

Maintains high expectations for all learners.
Maintains high expectations for all instruction.
Clarifies the means to meet these high expectations.
Engages all learners to maximize each learner’s potential.
Purposefully provides multiple ways of representing information to meet the needs of all learners.
Uses learner-centered proactive instructional design that includes both learning strategies and tools.
Designs instruction that connects and supports the critical understanding of the big ideas.
Embeds reflective instructional practice that rapidly responds to learners through continuous feedback, progress monitoring, and databased decision making.
Purposefully integrates multiple means of expression for students to demonstrate knowledge, understanding, critical thinking and synthesis of ideas.
Leverages the supports, engagement, and flexibility offered by technology.
Proactively overcomes instructional, curriculum, and environmental barriers that impede learner success.
Leverages innovation that emerges from addressing the needs of diverse learners.

Download Beliefs of UDL in Practice (PDF)

Universal Design for Learning (UDL) represents a paradigm shift in education that has the potential to improve outcomes for a broad range of learners. The UDL-IRN working with the Michigan Integrated Technology Supports (MITS) and in collaboration with CAST has identified four critical elements intended to serve as a foundation for UDL implementation and research. Educators aligning instruction to UDL must minimally include each of the four critical elements shown below.

1. CLEAR GOALS

Goals and desired outcomes of the lesson/unit are aligned to the established content standards.
Goals are clearly defined and separate from means. They allow multiple paths/options for achievement.
Teachers have a clear understanding of the goal(s) of the lesson and specific learner outcomes.
Goals address the needs of every learner, are communicated in ways that are understandable to each learner and can be expressed by them.

2. INTENTIONAL PLANNING FOR LEARNER VARIABILITY

Intentional proactive planning that recognizes every learner is unique and that meeting the needs of learners in the margins – from challenged to most advanced – will likely benefit everyone.
Addressing learner strengths and weaknesses, considering variables such as perceptual ability, language ability, background knowledge, cognitive strategies and motivation.
Anticipates the need for options, methods, materials and other resources – including personnel – to provide adequate support and scaffolding.
Maintains the rigor of the lesson – for all learners – by planning efforts (1) that embed necessary supports and (2) reduce unnecessary barriers.

3. FLEXIBLE METHODS & MATERIALS

Teachers use a variety of media and methods to present information and content.
A variety of methods are used to engage learners (e.g., provide choice, address student interest) and promote their ability to monitor their own learning (e.g. goal setting, self-assessment and reflection).
Learners use a variety of media and methods to demonstrate their knowledge.

4. TIMELY PROGRESS MONITORING

Formative assessments are frequent and timely enough to plan/redirect instruction and support intended outcomes.
A variety of formative and summative assessments (e.g. projects, oral tests, written tests) are used by the learner to demonstrate knowledge and skill.
Frequent opportunities exist for teacher reflection and new understandings.

Download UDL Critical Elements (PDF)

As a framework, UDL requires educators to think proactively about the variability of all learners. In consideration of the UDL Critical Elements, educators implementing UDL should use a backwards design instructional process that incorporates the following five steps.

STEP 1: ESTABLISH CLEAR OUTCOMES

Establish a clear understanding of the goal(s) of the lesson and specific learner outcomes related to:

The desired outcomes and essential student understandings and performance for every learner. (What will learning look like? What will students be able to do or demonstrate?)
The desired big ideas and their alignment to the established standards within the program of study that learners should understand.
The potential misunderstandings, misconceptions and areas where learners may meet barriers to learning.
How will goals be clearly communicated to the learners, in ways that are understandable to all learners.

STEP 2: ANTICIPATE LEARNER VARIABILITY

Curriculum barriers (e.g. physical, social, cultural or ability-level) that could limit the accessibility to instruction and instructional materials.
Learner strengths and weaknesses specific to lesson/unit goals.
Learner background knowledge for scaffolding new learning.
Learner preferences for representation, expression and engagement.
Learner language preferences.
Cultural relevance and understanding.

STEP 3: MEASURABLE OUTCOMES AND ASSESSMENT PLAN

Prior to planning the instructional experience, establish how learning is going to be measured. Considerations should include:

Previously established lesson goals and learner needs.
Embedding checkpoints to ensure all learners are successfully meeting their desired outcomes.
Providing learners multiple ways and options to authentically engage in the process, take action and demonstrate understanding.
Supporting higher-order skills and encouraging a deeper connection with the content.

STEP 4: INSTRUCTIONAL EXPERIENCE

Establish the instructional sequence of events. At minimum plans should include:

Intentional and proactive ways to address the established goals, learner variability and the assessment plan.
Establish a plan for how instructional materials and strategies will be used to overcome barriers and support learner understanding.
A plan that ensures high-expectations for all learners and the needs of the learners in the margins (i.e. struggling and advanced), anticipating that a broader range of learners will benefit.
Integrate an assessment plan to provide necessary data.

Considerations should be made for how to support multiple means of…

Engagement: A variety of methods are used to engage students (e.g. provide choice and address student interest) and promote their ability to monitor their own learning (e.g. goal setting, self-assessment and reflection).

Representation: Teacher purposefully uses a variety of strategies, instructional tools and methods to present information and content to anticipate student needs and preferences.

Expression & Action: Student uses a variety of strategies, instructional tools and methods to demonstrate new understandings.

STEP 5: REFLECTION AND NEW UNDERSTANDINGS

Establish checkpoints for teacher reflection and new understandings. Considerations should include:

Whether the learners obtained the big ideas and obtained the desired outcomes. (What data support your inference?)
What instructional strategies worked well?
How can instructional strategies be improved?
What tools worked well?
How could the use of tools be improved?
What strategies and tools provided for multiple means of representation, action/expression and engagement?
What additional tools would have been beneficial to have access to and why?
Overall, how might you improve this lesson?

Download the UDL Instructional Planning Process (PDF)

This resources provides a plan with essential elements and recommendations for designing and implementing UDL.

Download the PDF

Suggested Citation:
Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL: Considering the design of implementation. Lawrence, KS: UDL-IRN. Retrieved from https://udl-irn.org.