Universal Design for
Learning (UDL)
An Introduction
Dr. Katie Novak
Assistant Superintendent of Curriculum and Human Resources
Author of UDL Now!
Who Am I?
UDL in the US
UDL in the US
UDL in the US
The Dinner Party
Imagine you own a catering
company in 1975. Create a fabulous
tasting menu that will make my
party a huge success.
Oops...forgot to tell you...
• Lucy is lactose intolerant.
• Nathaniel has a nut allergy.
• Greg is on a gluten free diet.
• Victoria is a vegetarian.
• Wanda is on a diet.
How Students Learn
Two Types of Outcomes
Knowledge: We all have
knowledge, and concepts
that we want our students
to acquire (i.e,
photosynthesis).
Competencies: There are
specific skills students will
have to complete to be
successful. The KEY to
their success is following a
process (i.e, give an oral
presentation).
Reminder: Knowledge
Students have:
1. Options for how they learn
2. Choices which will engage their
interest and challenge them
3. Choices for how they demonstrate
their learning
Teachers provide:
1. Flexible ways of presenting lesson
content
2. Flexible options for student
engagement
3. Flexible methods of expression and
assessment
Reminder: Competencies
Students have:
1. to complete a task in a
specific way
Teachers provide:
1. Flexible ways of presenting
lesson content
2. Scaffolding and work
samples for each step of the
process
3. Graphic organizers, rubrics,
collaboration, and
opportunities to provide
mastery oriented feedback.
Review of UDL
1. Take a moment to process what you’ve learned about
UDL. Choose one of the following to reflect:
• Send a tweet about UDL. Add #ULearn14
• Chat with a neighbor about UDL
• Jot down a few notes to help you make the connection
between your work and UDL.
Jean Anyon
& Hidden Curriculum of Work
“Hidden work perpetuates
the maintenance of the
status quo.” (to download
full article, click here)
-Jean Anyon
Discussion: What does
this mean for student
involvement in the UDL
Classroom?
My Hidden Curriculum
Social Constructivism &
Engagement
The engagement guidelines are built upon
the social constructivist approach to
learning.
Learning takes place in and through activity
with other people.
Knowledge is only meaningful and useful if
it can be used as a tool for further
activity.
Learning is active and constructive and
must be in the “zone of proximal
development.”
How Can Students Help You
to Learn Where They Are?
Reflection Time: UDL Observation
•What will you see when teachers
are effectively using UDL
strategies when working toward
knowledge outcomes?
(Remember... lots of choice!)
•What will you see when teachers
are effectively using UDL
strategies when working toward
competencies? (scaffolding,
scaffolding, scaffolding....)
The Long & Short
Differentiate the ways that
students can express what
they know
Know what you’re teaching, and be flexible!