UDL Pilot Classrooms
GOAL:
‣ Collaboratively define a practical model
of UDL
‣ Create a replicable model
What did we do?

Lots of dialogue!

Emphasized pedagogy

Dug into the Principles of UDL

Slowly and purposefully introduced
technology

Identified “Critical Elements” of UDL

Respected One Another

Learned
Mandatory Ingredients
• Lots of options to help with the dish
Critical Elements
Clear Goals
✓ Teachers have a clear understanding of the goal(s) of the lesson
and specific student outcomes
✓ Students understand and can express the expectations (goals)
of the lesson.
Inclusive, Intentional
Planning
✓ Intentional proactive planning addressing diverse student
needs

Addresses individual differences in background knowledge, affect,
strategies, etc.

Recognizes that all students learn differently and thus plans
accordingly
✓ Addresses the demands of the curriculum and available
materials and personnel

Maintaining rigor of the lesson while embedding necessary supports
from the beginning to reduce barriers in the curriculum
Flexible Methods &
Materials
✓ A variety of methods are used to engage every
student (e.g., provide choice, address student
interest) and promote their ability to monitor
their own learning
✓ Variety of media and methods to present information &
content
✓ Variety of media and methods to demonstrate knowledge
Timely Progress Monitoring
✓Formative assessments are frequent and
timely enough to plan/redirect instruction and
support
✓A variety of formative and summative
assessments (e.g., projects, oral tests, written
tests) are used to assess the learning of the
students in the classroom
Must be evidence that ALL four
critical elements were considered
in order to be aligned with the
framework of UDL
Role of Technology?
1998: Schools in 2010 will look
very different as a result of
technology.
-Tom Carroll
National Commission on Teaching and
America’s Future (NCTAF)
Technology will
change schools.
So we have to!
Education 1.0
Tom Carroll
2011 SETDA Regional Mtg - Chicago
• Learning to Know (artisan practice)
A lot of what we
are doing with
technology is
only buttressing
the learning to
know model
Education 2.0
Tom Carroll
2011 SETDA Regional Mtg - Chicago
• Learning to Do
• How do I solve problems?
• How do I work with people?
Will either model
ultimately get us
where we need to
be?
Probably not…
Teacher Feedback
UDL Pilot Group Teacher Comments
The first few meetings we left and thought, “What have we
really accomplished,” but now we realize the pedagogical
background was necessary for understanding and
implementing UDL. We wouldn’t be where we are without
that.
UDL Pilot Group Teacher Comments
Learning about UDL has increased my frustration with what I
am able to do in the classroom. I know there is so much
more that I could be doing to assist my students in their
learning, and I don't have time to do it all, find the necessary
resources, etc. I don't think that the time issue is any
different from before I tried to organize my classroom around
UDL principles - time is always an issue for teachers - but
what I need to do with that time has changed. Making
traditional assessments more accessible, finding accessible
print materials, and the means for students to use those
materials.
UDL Pilot Group Teacher Comments
I have really really really enjoyed being able to spend
meaningful time with other teachers, sharing ideas,
exploring materials and methods, and working on the
business of being better classroom
instructors. Having MITS facilitate theses meetings
has been priceless.
UDL Pilot Group Teacher Comments
I think differently about students in the margins,
especially struggling readers. I used to try to figure
out how to get the student some remedial reading
instruction so that they could access my science
content. Now, I look for the right materials and
methods to get the content to all students. I think
about this proactively - before I know anything
about the abilities of my students. I want the
materials to be readily accessible for whomever
walks through my classroom door, regardless of
their current reading ability.
UDL Pilot Group Teacher Comments
I’ve thought about all that I thought I knew about UDL and
realized I didn’t know as much as I thought back then!
We discussed how we’d like to go back and take our names
off of our earlier UDL model lessons.
Study and trial and error has helped us understand what
UDL is.
UDL Pilot Group Teacher Comments
I think about students with different needs. It’s hard for
some students to just listen to directions so I’ve started
providing rubrics and more detailed expectations and
directions for them.
UDL Pilot Group Teacher Comments
The science teachers in the UDL project have created a
virtual learning community of sorts. We share information
about lessons, discuss how to present ideas to students,
and share materials. It’s great being able to bounce ideas
off of each other and it’s nice to collaborate with someone
who teaches the same content area.
UDL Pilot Group Teacher Comments
Learning about UDL has had several “light bulb” type
moments. When used effectively in class, all students are
actively engaged, they are learning at a variety of levels,
and they have many opportunities to be
successful. Implementing a UDL classroom takes time and
some knowledge/access to technology, but once in place
needs minimal tweaking in the long run. You won’t have
to necessarily change your lessons year-to-year based on
the population of students in your classroom because you
will have activities/lessons that meet students’ needs that
are at a variety of ability levels.
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