This week I had the opportunity to explore the Universal Design for Learning (UDL) framework and Intersectionality. The idea behind both topics this week is how to optimize learning for all students within the classroom.
The basis of UDL is that all learners are unique, therefore, we cannot utilize a one-size-fits-all approach to teaching. Instead, as educators, we need to start with our learning goals in mind and design lessons that present information to students in various manners while also allowing students the choice in deciding how they are going to express what they have learned. It is also important for the teacher to provide students with feedback and then allow the students to learn from mistakes they have made and
iterate again.
In order to accomplish these goals, teachers should plan for those students that fall into the margins. This will better help to encompass learning for all students by minimizing barriers and maximizing learning. When designing lessons it is important that we make sure they are universal and can be understood by everyone. This will also help to ensure that we are addressing the needs of the intersectionality of our students. According to Kimberle Crenshaw, “intersectionality considers varying components of identity – race, class, gender, ability, creed to name a few – and how those work in conjunction with each other” (MAET, 2020). Because of this, students can find themselves in more than one group suffering from discrimination and injustice. Because of this, it is imperative that we present information to our students in a variety of ways in order to make sure that all perspectives are being seen and addressed. As we are planning, if we closely follow the guidelines for UDL and present information in a varied manner, we will be creating content that will address all of the learners in our classrooms, no matter what their backgrounds. This will in turn help students to gain a better understanding of the topics that we are trying to help them understand.
As I sat and thought about how a classroom grounded in UDL would look, I considered how it would look different from a traditional classroom. Check out this infographic that I created to help highlight this information:
References:
Bridges, M. (2020, July 24). Meeting the needs of all students today. [Image]. Canva.
Master of Arts in Educational Technology (2020, Summer). Course content from Unit 5: Thinking critically about innovative technologies. Michigan State University, CEP 811: Adapting innovative technologies in education. https://d2l.msu.edu.
Tyson, J. (2018, October 19). [Image]. Unsplash. https://unsplash.com/photos/PXB7yEM5LVs
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