Universal Design for Learning with a Co-Teach Approach

    Are you as new to the concept of Universal Design for Learning as I am? Looking for ways to reach students with varying learning needs, but differentiating lessons is becoming too time consuming? In this blog post, I explore my thoughts regarding accomplishing UDL in a Co-Teach approach.  

    Rooted in brain research, the Universal Design for Learning (UDL) framework helps educators build flexible learning environments that address individual student needs. This is achieved by providing multiple options for how information is presented, how students can express what they know, and how they can stay engaged in learning. UDL aims to design learning from the start to be inclusive and meaningful for all by reducing potential barriers. The three main pillars of UDL consists of designing multiple means of Engagement, Representation, and Action & Expression.  The UDL Guidelines

    In my 6th grade classroom, students have just finished working on a 6 week Social Studies research project. Using either our textbook's online resource or the printed hard-cover, students have been reading about Europe. In addition to reading from the textbook, I have found videos on DiscoveryEducation that supplement our reading with documentaries and other informational videos. The bare-bones explanation of the research project itself consists of comparing and contrasting two European countries of choice and using our online databases and Google Earth to research additional information on the climate, geography, history, and landmarks. Presentations are designed in either Canva or Google Slides. Students presented to a group of four in their classroom, given time to make adjustments after receiving feedback from peers, and finally a voluntary whole class presentation. 

    I am understanding that my lesson design is already using some elements that align with UDL guidelines. By directing students to an online database, there's potential for various forms of representation (text, images, videos, etc.). This can cater to different learning styles. I noticed I could check several boxes under the Representation pillar. Under the Action and Expression pillar the presentation is flexible, allowing students to express their learning in ways that suit their needs and interests.

    After better understanding the Engagements guidelines, I can extend this lesson to encourage students to consider travel to Europe. Now that we have practiced and gotten feedback, students could work in pairs or small groups for research. There is also potential for providing more complex research questions for students who are ready for a greater challenge.

    The area that I need the most help implementing is clarifying vocabulary to maximize transfer and generalization. I haven't designed options for approaching vocabulary instruction that meets the diverse needs of my learners. I realized I'm essentially covering both library lessons and content lessons in my classroom and not sufficiently addressing connecting new vocabulary to familiar concepts to build understanding. 

    Co-teaching a UDL lesson about European countries with both a librarian and a teacher offers significant benefits. The librarian can be instrumental in guiding students to reliable online resources, teaching effective search strategies, and helping them evaluate the information they find.The librarian can offer a wider variety of accessible resources (videos, audio, interactive maps, primary sources from library databases) beyond traditional text, catering to different learning styles and needs. As I am currently the classroom teacher in this case, I can connect this information to classroom learning and provide the missing vocabulary context and practice. Together, we could create a truly UDL-aligned lesson that empowers all students to learn and succeed.

The following are a few blogs and websites I found insightful in exploring co-teach strategies and examples of UDL:

• CAST'S blog (Center for Applied Special Technology) This is the organization that developed the UDL framework. Their blog features articles on UDL research, implementation, guidelines, and practical tips for educators at all levels. They often have guest bloggers and updates on the field.
• Novak Education Blog Katie Novak is a well-known expert in UDL. Her blog offers practical strategies, lesson plan makeovers, and insights into implementing UDL in K-12 classrooms
• Reading Rockets blog This blog focuses on literacy and reading instruction and includes a section on how UDL can be applied to support diverse readers.
• National Center on Accessible Education Materials (AEM) at CAST, offers short learning modules about providing and using accessible materials and technology.
• CAST UDL Guidelines The CAST UDL Guidelines website is a resource for understanding and implementing UDL.