Universal Design for Learning Guidelines (UDL) Flashcards

Question

What is Principle 3, Multiple Means of Engagement (UDL)?

Answer 1

* **Provide multiple ways to get learners involved** * Learners need to know why learning is important * Give learners different opportunities to be actively involved and create their own learning experiences * Methods: * Completing real-world tasks, research projects, and experiments * Lectures and discussion * Routines like daily pop quizzes * Group activities

Answer 2

* If information is not presented in a way the learner can perceive, it's extremely difficult for them to grasp the knowledge * **Present information in different formats, particularly ones learners can customize based on their needs**

Answer 3

* **Enhance comprehension with different representations of content** * Learners may not understand what a graphic or symbol means, or what an equation is asking for * Could be due to a specific disability or to differing cultural backgrounds * **Provide supplemental materials that increase understandability**

Answer 4

* **Ensure learners can use and apply knowledge they consume** * Increase the student’s capacity to process information * Enable students to link new information to what they have previously learned * Incorporate active learning strategies * Students are diverse in how they process information, so **include options for comprehending information**

Answer 5

* Activities like printed worksheets can create barriers for: * Students with visual or motor impairments * Students with cognitive disabilities * Students who need more physically active means to demonstrate skills * Instructional materials should extend beyond printed materials to include educational technologies and assistive technologies * **Students should be able to actively interact with materials without too many obstacles**

Answer 6

* No single way for learners to communicate and no single form of media for expression * Some may express themselves best through oral presentation * Some may express themselves best through written composition * **Provide different vehicles for expression and communication**

Answer 7

* "Executive functions" refers to demonstrating skills at the highest level, enabling learners to: * Set long-term goals * Plan how they'll achieve goals * Track their progress * Make the necessary changes to be successful. * Focusing too much on demonstrating low-level skills hinders executive functions * **Focus on supporting learners and allowing them to exhibit higher skill levels**

Answer 8

* Disinterest in information being presented makes learners less likely to process it * Information the learner isn't interested in becomes inaccessible * Learners are diverse in their interests and their interests may change over time * **Focus on highlighting differences in learners by including multiple ways for recruiting and promoting their interests**

Answer 9

* Learners need to pay attention and put forth effort for learning to happen * With motivation to learn, chances are higher for full concentration on the material * Attention spans are different for each learner * Aim to develop and improve attention and concentration skills. * **Bring various options that stimulate motivation and self-regulation**

Answer 10

* Teach students how to react appropriately to learning environments * Not all learners can manage emotions and cope in the classroom on their own * Some learners may not know how to develop self-regulation skills, so manageing emotions becomes inaccessible * Learners' reactions to the material and environment differ from student to student * **Provide assorted options that support learners in effectively managing their reactions to the learning process**

Answer 11

* Consider presenting information in print *and* digital formats * **Students should be able to customize information according to their specific needs** * Example: Learners should be able to: * Adjust text and image sizes * Change fonts and color contrast * Adjust the sound and speed levels of audio and video

Answer 12

* **Auditory information needs to be accessible to students who are deaf or hard of hearing** * Provide captions and transcripts for video and audio * Incorporate speech-to-text technology * Supply visual interpretations of music or sounds

Answer 13

* **Visual information must be accessible to students** who are blind or visually impaired, or may not know how to interpret graphics due to their backgrounds * Provide print and digital descriptions of images and graphics * Use physical, tactile models (maps, atomic structures) for students to touch

Answer 14

* **Take time to teach vocabulary and symbol meanings** * Provide descriptions along with graphics and symbols * Supply definitions and translations for unfamiliar terms

Answer 15

* The structure of sentences or math equations may be confusing or unfamiliar to some learners * **Highlight and emphasize relationships between structures** * Help connect syntax and structure they already know to new knowledge they obtain

Answer 16

* Students may need help learning math symbols and notations, and decoding them * **Use the mathematical notation, text, and symbols frequently**

Answer 17

* **Provide additional resources for learners not familiar with the primary language of the classroom** * Supply definitions and key information in both the primary classroom language as well as a student’s native language * Electronic translation tools may assist with comprehension * Complement text-based materials with visuals to increase understanding

Answer 18

* Text-based learning materials may be inaccessible to students with cognitive disabilities and print disabilities * **Supplement text-based materials with visual illustrations** (diagrams, models, charts, and videos) * Ensure that connections between the text formats and visual formats are clear

Answer 19

* Students learn better and retain new information when they can **connect the new information to previous knowledge** * Some learners may not have the background information needed to comprehend a new topic * Some learners may have the necessary background knowledge, but not know how to associate it with new knowledge * Make sure that **background knowledge is supplied and activated to make learning more meaningful** * Teach prerequisites and use aids like concept maps

Answer 20

* The ability to determine important information from not-so-important information is critical * Focusing on critical information makes learning more efficient * **Highlight major concepts and elements to help students select primary information from secondary information** * Use resources like outlines, examples, and cues

Answer 21

* The ability to use new information is based on that information being successfully processed * **Learners must be capable of picking, choosing, and modifying information to allow for better recall** * Foster through progressive guidance * Examples: * Use scaffolds * Guide students through step-by-step procedures * Deliver content in smaller, digestible parts.

Answer 22

* **After processing information, learners need to apply that information to different situations** * Use multiple means of representation to support students' ability to use information in different contexts * Use various teaching methods assist with connecting and transfering previous knowledge to new information * Methods * Memory techniques (ex. mnemonic devices) * Provide different ways for gathering information (ex. concept maps and note-taking outlines)

Answer 23

* Learners are diverse in the way they respond physically to educational environments * Some students need more time to complete activities and assessments due to: * Motor disabilities * Cognitive disabilities * Speech disabilities * Language barriers * **Be flexible and provide alternatives that maximize physical interaction in the classroom**

Answer 24

* **Students need tools and technologies that assist them in responding to learning environments *and* support in using those tools** * Instruction is compatible with all learners' tools and assistive technologies * Example: Ensure that electronic reading materials and activities presented to students are keyboard and screen reader accessible

Answer 25

* **Important that learners are given opportunities for expressing themselves through different kinds of media** * Some express their learning experiences through written communication, but some options for others are: * Speech * Art * Music * Graphics * Video * Sculptures * **Incorporate a mix of media for students in learning activities**

Answer 26

* **Curricula allows students to utilize different tools and media to compose and construct their responses** * Methods: * Go beyond traditional tools and use more contemporary tools to make learner participation more accessible and prepare the, to be active participants in a media-thriving world * Use software to create math equations, graphic drawings, and storyboards * Allow text-to-speech software and grammar checkers

Answer 27

* **Learners need fluency in areas such as language, math, and technology** * **Support and guidance from teachers helps build these fluencies** * Methods: * Show learners different ways or approaches to completing skills or tasks * Use scaffolds (temporary aids) to help students show what they know, then remove the scaffolds to increase the challenge * Give feedback to students so they know their progress and where to improve

Answer 28

* Learning objectives are used to establish students' goals * Students need to know how to set goals for themselves * **Guide learners in developing instructional goals for themselves, instead of telling them directly** * Methods: * Model how to set goals for particular assignments * Provide temporary aids to demonstrate goal-setting (benchmark activities, checklists, and guides)

Answer 29

* After establishing a goal, learners then must determine what they will do to achieve it * **Guide learners in mapping out plans themselves for obtaining their goals** * Methods: * Include methods that prompt students to approach their work strategically * Require learners to show their work and explain how they arrived at conclusions * Benchmarks and checklists can help with learning how to plan

Answer 30

* It can be overwhelming for learners to process, retain, and recall a large amount of information * **Assist students in learning how to store, organize, categorize, and summarize the information presented to them** * Methods: * Guides * Templates * Organizers

Answer 31

* It's crucial to provide useful feedback to students * Feedback allows students to: * See their progress * See what they are doing well * Identify areas for improvement * **Valuable feedback allows learners to see the worth in their education**, and without it they can stop caring about it * Methods: * Rubrics * Allow students to submit multiple drafts (revisions) * Utilize self-assessments and reflections

Answer 32

* **Encourage learners to choose how they will achieve objectives/goals** * Providing options for learners and allowing them to pick what is best for them to meet objectives makes them feel more connected to their education * Let students choose: * How they will be assessed * What tools and resources to use for research * Rewards they can attain

Answer 33

* When learners think information is valuable or relatable, they can lose interest * **Emphasize relevance and help learners connect to topics through authentic assessments and activities** * Incorporate various activities to accomodate a variety in student interests * When students *make personal connections to information* and *participate and reflect on their learning* they are encouraged to see their education's value

Answer 34

* **Aim to minimize threats and distractions, keeping in mind that threats and distractions vary from student to student** * Examples: * Some may be sensitive to sensory stimuli like flashing lights or video containing too much motion * Others may find unexpected activities or changes in routine troubling * **Maintain a safe and supportive classroom** * Methods: * Prepare students through a daily calendar * Prepare students for challenges they may face with certain tasks * Vary activities that stimulate certain senses * Allow students to take brief breaks or timeouts

Answer 35

* Learners may forget the purpose behind certain tasks or lengthy activities * **Remind students of the goals they will achieve, and the benefits of those goals** * Keep them motivated by stressing the value of learning activities * Methods: * Facilitate a discussion about goals and objectives and encourage students to find meaning in them * Encourage connecting goals and objectives to learners' interests * Have learners restate the goal in their own words and reflect on attaining it means to them

Answer 36

* Not every learner is challenged to make learning effectiveby the same type of activity or assessment * **Diffifulty levels for tasks should be varied** * Supply resources necessary for successfully completing tasks and activities * When options are presented to learners, they can discover what motivates them to learn

Answer 37

* Communication and collaboration are skills needed beyond the classroom * **Implement activities that enable learners to collaborate and achieve goals together** * It can be engaging for students when they come together and support each other * Methods: * Peer assessments * Group activities * Peer tutors * Programs that bring learners together with common interests

Answer 38

* Provide specific, constructive feedback * Go beyond showing students what was “right or wrong” * **Give detailed, relevant feedback that learners can use to improve their performance and master topics** * Provide feedback frequently so students are encouraged throughout the learning process

Answer 39

* When learners believe they can achieve their academic goals, they further discover motivation to learn * It's important that students learn how to cope during those frustrating times * **Incorporate options that help students manage goal-setting, achieve goals, and stay motivated while trying to achieve those goals** * Methods * Rubrics * Checklists * Study guides * Calendars * Self-reflection activities

Answer 40

* Consistently include methods that help students manage their emotional responses when coping with the learning process * **Include multiple strategies that help students cope with stressful situations to account for a wide range of reactions** * Methods: * Examples mentioned in Checkpoint 9.1 * Provide feedback for how to handle frustrations and learning phobias * Use models and real-life examples to demonstrate coping skills

Answer 41

* When learners are unable to observe their progress toward a goal, they lose motivation * **Include a variety of self-assessments to assist learners in seeing their progression** * Using tools for self-assessment allows learners to see how they have progressed * Tools for self-assessment: * Aids * Charts * Portfolios * Templates * Activities that allow students to assess their own work

Answer 42

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Universal Design for Learning Guidelines (UDL) Flashcards

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