Mary Mahoney Carlson
Oct. 14, 2023
BSU EDMC 533
Universal Design for Learning
As a Title 1 math interventionist, I rely on UDL principles and practices to support
struggling and reluctant learners so that they can engage with math topics and develop their
metacognitive abilities so that they can thrive in their math studies when they leave the Title 1
program. I know from experience that giving students multiple ways to express their thinking
can provide a student who may think that they hate math suddenly feel confident and that
creating highly engaging lessons can draw in students who have decided that math is not relevant
or interesting.
One method I use is the implementation of the “Thinking Classrooms” teaching model,
developed by Prof. Peter Liljedal, an expert in mathematics instruction, who teaches at Simon
Fraser University. This involves, among other things, having students solve problems singly or
collaboratively while standing at a vertical surface, like a whiteboard. To begin class, I
sometimes will have a number of problems, with a variety of difficulty, written on the large
whiteboard at the front of the room. These are represented as equations, models, and word
problems. Students jump in and start solving them when class begins. This promotes several
principles of UDL, including: curated risk-taking, collaboration, and strategy development. I’ve
found that it’s highly engaging and students like being able to choose which problems to work on
first and whether to work alone or with others.
Another method I use is Sherry Parrish’s “Number Talks” strategy. This is a student-led activity
in which I facilitate a small group sitting around a table in a corner of my room. Each student
will share their reasoning and what problem-solving strategies they’re using to mentally work
out a problem. We do not write anything down. This helps students who might be struggling with
handwriting or reading skills to be temporarily free from those challenges. It helps to develop
math vocabulary, build fluency, and also helps students self-monitor their mastery of whatever
skill we are working on. I do feel fortunate that math lends itself to the UDL principle of
supporting students in the capacity for monitoring their progress: math is inherently goal-aligned
and students tend to be clear on whether they have mastered a skill or not. I like this learning
method because it frees the students and myself from what Couros and Novak describe as
marching toward “the valley of the standardized test”, a path that is lined with practice tests and
drilling. With number talks, we are mastering standards, but in a way that feels humanized and
organic..
Another method I use often is that of providing students with manipulatives like Unifix cubes,
fraction circles, and even PlayDoh so that they can represent math concepts. This is highly
engaging, even for older students. In addition, manipulatives can help students to visualize
patterns and relationships and to express ideas without relying heavily on spoken or written
language. This past week, I have been working with third graders who are just starting a unit on
multiplication. Students have effectively used Unifix cubes to represent multiple, equal sets and
also the concept of even and odd. It’s made this new topic easy to understand.
My unit of study will focus on the grade 2 Mathematics content domain of Measurement
& Data, cluster “measuring lengths and iterating length units”. This math topic includes:
understanding that there are different standard and non-standard units of measurement, correctly
using tools like rulers, yardsticks, and measuring tapes, and being able to record data correctly
and make comparisons and draw conclusions from the data that is collected. It requires precision
and is a multi-step process, so it can be quite challenging for young students. Incorporating UDL
practices will help to keep struggling learners engaged and prevent them from becoming
frustrated. I look forward to implementing lessons that help these students to successfully master
this important and complex topic.
One lesson that I plan to include in my unit of study is to have students sketch a life-sized
self-portrait on paper that is taped to the wall. They will measure themselves with a meterstick
and record how tall they are in meters and centimeters on one side of their sketch and measure
themselves with a yardstick and record their height in yards and inches on the other side. This
lesson will activate prior knowledge, as they have had their height measured many times at the
doctor’s office and at home,and will be highly engaging. It should also help students to
understand and visualize one of the main concepts of the unit, which is that the same length can
be represented by two different units of measurement. Coming to this understanding while
working on a project that is interesting and meaningful for them, helps students enjoy the process
of learning (Couros & Novak, 2019).
For at least one of the lessons, I will allow students to express their learning in the
method that they prefer. When we go outside to measure the schoolyard, they will be able to
record the data that they collect either on a paper recording sheet on a clipboard, or by speaking
their findings on a video made on a iPad. Giving students this choice employs several UDL
principles, including: using multiple media for communication, varying methods of response,
and providing access to a variety of tools and assistive technologies (Couros & Novak, 2019).
I also intend to incorporate a UDL-focused formative assessment in the middle of my unit
of study. This will consist of students working in pairs to demonstrate to our small group how to
use measurement tools to accurately solve word problems. They can use objects that will be
provided along with the problem and present to the group verbally, or they can draw and write
their solutions on the whiteboard, or they can make a video of themselves. This is a flexible
method of assessment that should be appealing to a variety of learners, including ELs and those
that struggle with reading (Rao & Meo, 2016). This activity will also be an opportunity for
students to receive peer feedback, which is an important habit to establish (Couros & Novak,
2019).
Basing my unit of study on UDL principles will make it accessible to more students and
engaging to more students than it would otherwise be. I am looking forward to continuing to
develop lessons that use UDL-aligned methods which will motivate students to master the unit’s
content and will support them in performing math tasks with confidence and joy.
References
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA.
Couros, G., & Novak, K. (2019). Innovate inside the box: Empowering learners through UDL
and the Innovator’s Mindset. Published by IMpress, a division of Dave Burgess Consulting, Inc.
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based
Lessons. SAGE Open, 6(4). https://doi.org/10.1177/2158244016680688