Universal Design for Learning

Question 1

What is Universal Design for Learning?

Answer 1

Universal Design for Learning (UDL) is an approach to designing curricula that eliminates barriers in the learning environment in order to improve educational experiences for all learners. All aspects of learning are designed to be modified based on various learner needs.

Question 2

What are the three primary brain networks?

Answer 2

Recognition, strategic, and affective

Question 3

What is the recognition network?

Answer 3

Perceiving and gathering information, understanding ideas, recalling facts, and recognizing voices and language are all examples of how recognition networks work in our brains. Recognition networks enable us to collect knowledge.

Question 4

What is the strategic network?

Answer 4

Examples of how strategic networks work include planning and organizing tasks, connecting ideas together, executing actions and demonstrating skills. Strategic networks come into play when learners complete activities and assessments that allow them to practice competencies and demonstrate mastery of competencies and learning objectives. Strategic networks are involved when learners apply the knowledge they have acquired.

Question 5

What is the affective network?

Answer 5

Affective networks in the brain enable us to assign significant or personal meaning to newly acquired knowledge and discover what stimulates us during the learning process. Through affective networks, learners are engaged in the learning process. They are attentive to what is being taught and are motivated to learn more.

Question 6

What are the three principles of universal design for learning?

Answer 6

Provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement

Question 7

What is the principle of providing multiple means of representation?

Answer 7

Principle 1: Multiple Means of Representation focuses on ensuring variety in instructional delivery. Different mediums should be considered when teaching learners. Presenting information in formats such as print, electronic text, visual and aural is critical. Consider those who may have cognitive, visual, and auditory disabilities, or those who may speak a different native language.

Question 8

What are the three guidelines for Principle 1: Multiple Means of Representation?

Answer 8

Guideline 1: Provide Options for Perception
Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols
Guideline 3: Provide Options for Comprehension

Question 9

For Principle 1: Multiple Means of Representation, Guideline 1: Provide Options for Perception, what is Checkpoint 1.1: Allow Information to be Customized?

Answer 9

Teachers should consider presenting information in print as well as in digital formats. When digital materials are presented, students should be able to customize the information according to their specific needs.

Question 10

For Principle 1: Multiple Means of Representation, Guideline 1: Provide Options for Perception, what is Checkpoint 1.2: Make Auditory Information Accessible?

Answer 10

Be aware that information presented audibly may not be accessible to students who are deaf or hard of hearing. Consider providing captions and transcripts for video and audio, incorporate speech-to-text technology in the classroom, and supply visual interpretations of music or sounds.

Question 11

For Principle 1: Multiple Means of Representation, Guideline 1: Provide Options for Perception, what is Checkpoint 1.3: Make Visual Information Accessible?

Answer 11

Be cognizant that information presented in a visual format may not be accessible to students who may be blind or visually impaired, or to students who may not know how to interpret graphics due to their backgrounds. Provide both print and electronic descriptions of images and graphics, and use physical, tactile models (maps, atomic structures) for students to touch to grasp information.

Question 12

For Principle 1: Multiple Means of Representation, Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols, what is Checkpoint 2.1: Explain Vocabulary and Symbols?

Answer 12

It is vital to the learning process that instructors take time to teach vocabulary and symbol meanings that will enable students to be successful. Provide descriptions along with graphics and symbols; and supply additional resources like definitions and translations for unfamiliar terms.

Question 13

For Principle 1: Multiple Means of Representation, Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols, what is Checkpoint 2.2: Highlight Syntax and Structure?

Answer 13

The structure of sentences or math equations may be confusing or unfamiliar to some learners. Ensure that relationships between structures are highlighted and emphasized. Additionally, help students connect syntax and structure they have already learned to new knowledge they obtain.

Question 14

For Principle 1: Multiple Means of Representation, Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols, what is Checkpoint 2.3: Help Decipher Mathematical Notation, Text, and Symbols?

Answer 14

To help students learn math symbols and notations, and decode them easier, teachers need to use the symbols frequently. Learners can better recall the meaning of symbols, text, and notations if they are used with fluency in the classroom environment.

Question 15

For Principle 1: Multiple Means of Representation, Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols, what is Checkpoint 2.4: Support Other Languages?

Answer 15

For learners who are not very familiar with the primary language used in the classroom, additional resources should be provided. Consider supplying definitions and key information in both the primary classroom language as well as a student’s native language.

Electronic translation tools may also assist learners in comprehending language. Also, consider complementing text-based materials with visuals to increase understanding of text information.

Question 16

For Principle 1: Multiple Means of Representation, Guideline 2: Provide Options for Language, Mathematical Expressions, and Symbols, what is Checkpoint 2.5: Utilize Multiple Media Formats?

Answer 16

Text has traditionally been the primary format for instructional materials. However, learning materials presented in text format may be inaccessible to students with cognitive disabilities and print disabilities. Text-based materials should be supplemented with visual illustrations like diagrams, models, charts, and videos.

Ensure that connections between the text formats and visual formats are clear to learners.

Question 17

For Principle 1: Multiple Means of Representation, Guideline 3: Provide Options for Comprehension, what is Checkpoint 3.1: Provide Background Knowledge?

Answer 17

Students learn better and retain new information when they can connect the new information to previous knowledge. However, some learners may not have the background information needed to comprehend a new topic. There are also students who may have the necessary background knowledge, but they may not know how to associate it with new knowledge.

Instructors need to make sure that background knowledge is supplied and activated to make learning more meaningful. Teach prerequisites and use aids like concept maps to assist students in joining new information with prior knowledge.

Question 18

For Principle 1: Multiple Means of Representation, Guideline 3: Provide Options for Comprehension, what is Checkpoint 3.2: Focus on Patterns, Critical Features, Big Ideas and Relationships?

Answer 18

One critical key to learning is the ability to determine what is important to know from what is secondary, or not so important to know. Being able to focus on critical information makes learning more efficient. However, some students may need assistance in determining what they really need to learn. Highlighting major concepts and elements in instructional materials and delivery can help students select primary information from secondary information.

Instructors can use resources like outlines, examples, and cues to help learners identify essential information.

Question 19

For Principle 1: Multiple Means of Representation, Guideline 3: Provide Options for Comprehension, what is Checkpoint 3.3: Support Information Processing, Visualization, and Manipulation?

Answer 19

The ability to use new information is based on that information being successfully processed. Processing information is a skill that needs to be nurtured during the learning process. The skill involves learners being capable of picking, choosing, and modifying information in a manner that allows them to better recall and remember that information.

Instructors can foster these skills in students through progressive guidance. Some examples include using scaffolds in learning materials and activities, sequentially guiding students through step-by-step procedures, and delivering instructional content in smaller, digestible parts.

Question 20

For Principle 1: Multiple Means of Representation, Guideline 3: Provide Options for Comprehension, what is Checkpoint 3.4: Support Transfer and Generalization?

Answer 20

Once learners process information, they need to be able to apply that information to different situations. This ability also needs to be cultivated during the learning process. Using multiple means of representation is vital in supporting students being able to use information in different contexts.

Instructors should use various teaching methods that trigger students to connect and transfer what they have previously learned to new information. Instructors should encourage students to use studying techniques like mnemonic devices for memory and generalization, and provide different ways for students to gather information like concept maps and outlines for taking notes.

Question 21

What is the principle of providing multiple means of action and expression?

Answer 21

The core of Principle 2: Multiple Means of Action and Expression is giving learners multiple options to demonstrate what they know. To do this, instructors can infuse learning activities and assessments with both traditional and authentic methods of assessment.

Question 22

What are the three guidelines for Principle 2: Multiple Means of Action and Expression?

Answer 22

Guideline 4: Provide Options for Physical Action
Guideline 5: Provide Options for Expression and Communication
Guideline 6: Provide Options for Executive Functions

Question 23

For Principle 2: Multiple Means of Action and Expression, Guideline 6: Provide Options for Executive Functions, what is Checkpoint 6.1: Encourage Student Goal-Setting?

Answer 23

Instructors use learning objectives to establish specific goals for students to achieve. Students also need to set goals for themselves in order to meet the learning objectives. Instead of directly telling learners exactly what they need to do to achieve instructional objectives, teachers should guide learners in developing these goals for themselves.

Some ways teachers can do this to model how to set goals for particular assignments. Instructors can set provide temporary aids such as benchmark activities, checklists, and guides that demonstrate goal-setting to students.

Question 24

For Principle 2: Multiple Means of Action and Expression, Guideline 6: Provide Options for Executive Functions, what is Checkpoint 6.2: Support Planning and Strategy Development?

Answer 24

When learners successfully establish a goal, the next step for them is to determine what they will do to achieve that goal. However, students may not know the best way to map out a plan for obtaining that goal. Planning and thinking strategically are often not taught to learners.

Instructional design can include methods that will prompt students to approach their work in a strategic manner. Require learners to show their work during activities and assessments and explain how they arrived at conclusions on given topics. Benchmarks and checklists may also aid students in learning how to plan.

Question 25

For Principle 2: Multiple Means of Action and Expression, Guideline 6: Provide Options for Executive Functions, what is Checkpoint 6.3: Support Information and Resources Management?

Answer 25

Learners are expected to process, retain, and recall much information, which can be overwhelming sometimes. One of the keys to performing executive functions is for students to learn how to successfully store and manage all of the information presented to them. To do this, students will need to learn how to organize, categorize, and summarize information.

Some students can learn this on their own, but other students, especially those with cognitive disabilities, need guidance on how to manage and store information. Providing students with guides, templates, and organizers in the classroom can assist them with managing information.

Question 26

For Principle 2: Multiple Means of Action and Expression, Guideline 6: Provide Options for Executive Functions, what is Checkpoint 6.4: Allow for Progress Monitoring?

Answer 26

Providing useful feedback to students is crucial to the learning process. Feedback allows students to observe their progress, what they are doing well and areas where they need improvement. When learners are not given valuable feedback, they tend to not care much for their education. Feedback allows learners to see the worth in their education. Using rubrics, allowing students to submit multiple drafts (revisions), and utilizing self-assessments and reflections are some ways students can observe their progress in the classroom.

Question 27

For Principle 2: Multiple Means of Action and Expression, Guideline 4: Provide Options for Physical Action, what is Checkpoint 4.1: Provide Options for Response and Navigation?

Answer 27

Learners are diverse in the way they respond physically to educational environments. For instance, there are students who may need more time to complete activities and assessments due to motor disabilities, cognitive disabilities, speech disabilities, or language barriers. Instructors should be flexible and provide multiple alternatives that maximize learners’ physical interaction in the classroom.

Question 28

For Principle 2: Multiple Means of Action and Expression, Guideline 4: Provide Options for Physical Action, what is Checkpoint 4.2: Support Tools and Assistive Technologies?

Answer 28

Since students differ in how they respond to learning environments, it is critical that they not only have tools and technologies that will assist them, but support in using those tools. Instruction should be designed in a manner that is compatible with the different tools and assistive technologies learners use.

An example would be ensuring that electronic reading materials and activities presented to students are screen reader compatible and accessible by keyboard.

Question 29

For Principle 2: Multiple Means of Action and Expression, Guideline 5: Provide Options for Expression and Communication, what is Checkpoint 5.1: Utilize Various Media for Communication?

Answer 29

Learners vary in the way they express themselves, so it is important that they are given opportunities for expression through different kinds of media. While some students are able to express themselves through written communication, other students may express themselves more effectively through speech or through art.

Music, text, graphics, video and sculptures are just some of numerous examples students can use to express their learning experiences. Incorporate a mix of media for students when designing and developing learning activities.

Question 30

For Principle 2: Multiple Means of Action and Expression, Guideline 5: Provide Options for Expression and Communication, what is Checkpoint 5.2: Provide Options for Construction and Composition?

Answer 30

Curricula should be designed in a way that allows students to utilize a number of tools and media to compose and construct their responses to learning. It is vital that instructors go beyond traditional tools and incorporate more contemporary tools to make learner participation more accessible. Additionally, incorporating contemporary tools better prepares students to be active participants in a world that thrives on media.

Teachers can use software that allows students to create math equations, graphic drawings, and storyboards. Text-to-speech software and grammar checkers also are tools students can use for assistance with their responses in the classroom.

Question 31

For Principle 2: Multiple Means of Action and Expression, Guideline 5: Provide Options for Expression and Communication, what is Checkpoint 5.3: Support Fluency through Practice and Performance?

Answer 31

Learners need to be fluent in a number of areas including, but not limited to, language, math, and technology. To build up these fluencies, students need support and guidance from their teachers. Instructors can assist learners with fluency by showing them different ways or approaches to completing a skill or task.

Instructors can also use scaffolds, or temporary aids, to help students demonstrate what they know, then remove the scaffolds to challenge their students. Teachers should also give valuable feedback to students so that students know how well they perform and where they can improve.

Question 32

What is the principle of providing multiple means of engagement?

Answer 32

Principle 3: Multiple Means of Engagement recognizes the need for providing multiple ways to get learners involved in their education. Learners need to discover why learning is important. Some students may discover the reasons for learning through completing real-world tasks, research projects, and experiments; while other learners may be engaged in learning through lectures and discussion.

Question 33

What are the three guidelines for Principle 3: Multiple Means of Engagement?

Answer 33

Guideline 7: Provide Options for Recruiting Interest
Guideline 8: Provide Options for Sustaining Effort and Persistence
Guideline 9: Provide Options for Self-Regulation

Question 34

For Principle 3: Multiple Means of Engagement, Guideline 7: Provide Options for Recruiting Interest, what is Checkpoint 7.1: Promote Individual Choice and Autonomy?

Answer 34

One way instructors can involve students in their learning experiences is to encourage them to choose how they will achieve instructional objectives. Providing options for learners and allowing them to pick what is best for them to meet objectives makes them feel more connected to their education.

Teachers should consider letting students choose how they will be assessed for particular activities, what tools and resources to use for research, and choose rewards they can attain in the classroom environment. Support individual choice and autonomy.

Question 35

For Principle 3: Multiple Means of Engagement, Guideline 7: Provide Options for Recruiting Interest, what is Checkpoint 7.2: Emphasize Relevance, Value, and Authenticity?

Answer 35

When learners do not see the value in information or know how the information relates to them, they tend to lose interest pretty quickly. To recruit interest, teachers should emphasize relevance and help learners connect to topics through authentic assessments and activities. Students vary greatly in their interests, so incorporating variety in these activities is essential. Helping students make personal connections to information and inviting them to participate and reflect on their learning can enable them to see the value in their education.

Question 36

For Principle 3: Multiple Means of Engagement, Guideline 7: Provide Options for Recruiting Interest, what is Checkpoint 7.3: Reduce Threats and Distractions?

Answer 36

Learners can concentrate better on their education when they know that their classroom environment is safe. Threats and distractions in the classroom can have a negative impact on the learning process. Instructors should aim to minimize threats and distractions, keeping in mind that threats and distractions vary from student to student. Some students may be sensitive to sensory stimuli like flashing lights or video containing too much motion. Other students may find unexpected activities or changes in routine troubling.

Teachers should maintain a safe and supportive classroom. Prepare students for activities through a daily calendar and ready them for challenges they may face while completing certain tasks. Vary activities that may stimulate certain senses and allow students to take brief breaks or timeouts if necessary.

Question 37

For Principle 3: Multiple Means of Engagement, Guideline 8: Provide Options for Sustaining Effort and Persistence, what is Checkpoint 8.1: Reiterate Goals and Objectives?

Answer 37

While completing certain tasks or lengthy activities, learners may forget the purpose behind those tasks or activities. It is important to remind students of the goals and objectives they will achieve. Keep them motivated by stressing the value of learning activities. Students may benefit from seeing or hearing the goal reiterated in different ways. Facilitate a discussion with students about goals and objectives and encourage them to find meaning in them. Encourage them to connect goal and objectives to their own personal interests. Have learners restate the goal in their own words and reflect on what attaining that goal means to them.

Question 38

For Principle 3: Multiple Means of Engagement, Guideline 8: Provide Options for Sustaining Effort and Persistence, what is Checkpoint 8.2: Vary Learning Challenges?

Answer 38

Every learner should be challenged to make learning effective, but not every learner is challenged by the same type of activity or assessment. The levels of difficulty for completing tasks should be varied. Additionally, instructors should supply the resources needed to complete activities in the classroom environment so that students can successfully complete tasks. When options are presented to learners, they can discover what motivates them to learn.

Question 39

For Principle 3: Multiple Means of Engagement, Guideline 8: Provide Options for Sustaining Effort and Persistence, what is Checkpoint 8.3: Promote Collaboration and Communication?

Answer 39

Communication and collaboration are skills that learners will need well beyond the classroom. It is crucial that instructors implement activities that enable learners to collaborate with each other and achieve goals together. Students coming together and supporting each other during the learning process can significantly be engaging experiences for them. Peer assessments, group activities, peer tutors, and programs that bring learners together with common interests are all ways to foster communication and collaboration in the learning environment.

Question 40

For Principle 3: Multiple Means of Engagement, Guideline 8: Provide Options for Sustaining Effort and Persistence, what is Checkpoint 8.4: Give Mastery-Oriented Feedback Often?

Answer 40

Instructors can engage learners through providing specific, constructive feedback on assessments. Teachers should go beyond showing students what was “right or wrong” on assessments and give detailed, relevant feedback that learners can actually use to improve their performance to master topics. Frequent feedback should also be provided so that students are encouraged to perform better throughout the learning process.

Question 41

For Principle 3: Multiple Means of Engagement, Guideline 9: Provide Options for Self-Regulation, what is Checkpoint 9.1: Use Belief to Increase Motivation?

Answer 41

Learners need to be able to set realistic and personal academic goals for themselves, and believe that they can achieve those goals. Setting goals and believing in attaining those goals result in students further discovering motivation for learning. The path to achieving goals can be frustrating for some students, so it is important that they learn how to cope during those difficult times. Teachers should incorporate multiple options that help students manage goal-setting, achieve goals, and stay motivated while trying to achieve those goals. Rubrics, checklists, study guides, and calendars can be used to help students have confidence in managing their goals. Additionally, utilizing self-reflection activities can help learners identify what they found motivating while trying to achieve goals.

Question 42

For Principle 3: Multiple Means of Engagement, Guideline 9: Provide Options for Self-Regulation, what is Checkpoint 9.2: Help Strengthen Coping Skills and Strategies?

Answer 42

Though checklists, rubrics, and study guides can be used to help students cope during the learning process, teachers need to ensure they consistently include methods that help students manage their emotional responses. Learners differ in how they react to certain settings or tasks, so instructors will need to include a variety of strategies that help students cope with stressful situations. In addition to the examples mentioned in Checkpoint 9.1, teachers can provide feedback to students for how to handle their frustrations and learning phobias. They can also use models and real-life examples that demonstrate coping skills to students.

Question 43

For Principle 3: Multiple Means of Engagement, Guideline 9: Provide Options for Self-Regulation, what is Checkpoint 9.3: Nurture Self-Assessment and Reflection?

Answer 43

Learners quickly lose motivation when they are unable to observe their own progress toward a goal. Instructors can include a variety of self-assessments to assist learners in seeing their progression. Though students can observe progress through timely and constructive feedback, they can also use tools like aids, charts, portfolios, and templates to collect information about their academic behavior. These tools allow them to see how they have progressed in their education. Activities that allow students to assess their own work can also allow them to see how far they have come along in their learning experiences.

Question 44

True or False: Practices for Universal Design for Learning involve incorporating flexibility into the design of educational content.

Answer 44

True.

Question 45

True or False: Universal Design for Learning is based on scientific research.

Answer 45

True.

Question 46

Which of the three brain networks supports planning, connecting information, and exhibiting skills?

Answer 46

Strategic.

Question 47

True or False: Multiple Means of Representation emphasizes implementing various ways of sparking interest in the learning process.

Answer 47

False.

Question 48

For each reading assignment in her classroom, Mrs. Smith requires her students to complete a handout. She uses these handouts to measure her students’ understanding of the reading assignments. While some of her students do well on these handouts, she finds that quite a few students repeatedly struggle to obtain good grades on them. Which principle of UDL might help Mrs. Smith see that most, if not all, of her students may actually understand their reading assignments?

Answer 48

Multiple Means of Action & Engagement.

Question 49

Ensuring that students have the background knowledge for learning new information is a guideline for which principle of UDL?

Answer 49

Multiple Means of Representation.