All too often, when I speak with teachers about integrating Universal Design for Learning (UDL) into their classrooms, I get feedback that it simply isn’t possible.
“I can’t offer options; I teach math.”
“I have standards I need to meet, so options are off the table!”
UDL is a standards-based curriculum design. This means it can be incorporated into any learning environment, regardless of subject, content, or standards. Let me explain.
When creating a UDL lesson plan, you need to start with the standard. First, determine if your standard is a content standard or a method standard.
Content Standards
Content standards are those that show a student has attained knowledge. For example, your student may need to know what photosynthesis is and how it works, know what started the Civil War, or be able to explain the characterization of Boo in To Kill A Mockingbird. To identify a content standard, look for verbs like explain, demonstrate, describe, or analyze. Here are a few examples.
ELA
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Math
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Science
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
History
Explain the development of colonial governments and describe how these developments (e.g., legislative bodies, town meetings, and charters on individual freedoms and rights) contributed to the Revolution.
PE
Evaluate individual measures of physical fitness in relationship to patterns of physical activity.
Music
Interpret intent and meaning in artistic work. Use specific vocabulary to identify details about a musical work.
Counseling
Resolve interpersonal conflicts in constructive ways.
Method Standards
Method standards, on the other hand, demonstrate that a student has learned how to do something and has attained a skill. These standards are action-oriented: your students may need to know how to divide with decimal points, conjugate irregular verbs, conduct a series of steps for a scientific experiment, or come up with an intelligent response to a primary source document. To identify a method standard, look for verbs like write, use, measure, solve. Here are a few examples:
ELA
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Math
Graph proportional relationships, interpreting the unit rate as the slope of the graph.
Science
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
History
Construct and interpret a timeline that shows key periods in the development of human societies in the Paleolithic and Neolithic Eras.
PE
Demonstrates activity-specific movement skills in a variety of lifetime sports and activities.
Music
Perform with expression and technical accuracy individual performances of a varied repertoire of music that includes melodies and chordal accompaniments.
Occupational Therapy / IEP Goal
Produce legible written work for classroom tasks.
Think about the end goal you want the students to achieve
Ask yourself, “at the end of this lesson or unit, what do my students have to know or what do they need to be able to do?” Brainstorm all of the possible ways that a student could potentially show you that they have met the standard. Dig deep; it isn’t easy at first!
For example, if a student needs to demonstrate he has met a content standard, you could have the student give a speech for the class, create a skit with other students, design a poster, comic strip, or multi-media presentation, or write an essay. There are so many options available for a student to convey knowledge to you.
If you need a student to demonstrate she has met a method standard, you could give the student the option of working alone, working in a group, using an exemplar or graphic organizer or math reference sheet, or working alongside the teacher.
The level and type of choices you design will be determined by the standard
So, next time you find yourself reviewing a standard, don’t jump to a quick conclusion about how your traditional assessment is the only way to measure if the student has met the standard. Instead, ask yourself, “is there any other way my students could show me they have met this standard?” Sometimes the answer will be no. But when we tap into our creative sides, we often find that the options we can offer are broad (and fun!).
By incorporating options into your classroom, you will captivate and motivate your students
It isn’t an easy transition for all teachers. Just like students, there is a lot of variability among teachers. For some it will come easy and naturally, and others will need to try, try, and try again. Regardless of where you start, you will eventually find how well UDL works for you, your classroom, and students. Once you see the results, I promise you won’t turn back.
For more information on how to design universally designed lessons for all standards,
- Grab a copy of UDL Now!
- Explore our online courses
This post has been updated from its original publishing date.
