UDL... and You!

One Example of Applying UDL Concepts in the Classroom

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There are many ways that you can introduce into your classroom concepts supporting Universal Design for Learning. In fact, you already may be doing many of them, but let me propose a simple multi-stage process that aims to increase the engagement of your students. It is possible to work this process into almost any course, as it is very flexible in its implementation. I believe it is more effective if you post your notes before class, but this is not necessary.

First, find a point in your course where it would be appropriate to break your class into small groups for discussions; this in itself is one way to begin to apply concepts of Universal Design for Learning (UDL). For example, in my BUS 782: Information Systems for Management course, we discuss the phases of building an information system used in one particular methodology, called the SDLC (Systems Development Lifecycle). The SDLC contains stages that "cascade" from one stage to a subsequent stage; such a process is ideal (but also not vital) for introducing this particular UDL concept.

Second, have each small group of students consider some aspect of one element of the particular topic you are discussing. In my example, there are generally considered to be five stages in the most common SDLC methodology, so I have each small group examine one SDLC stage. I ask them to come up with the primary tasks in that stage and the general information they would pass to workers tasked with implementing the next stage. This makes students consider not only what occurs in their stage of the process, but also how their stage interacts with other stages, which is vital in applying the SDLC in the "real world".
Third, after an appropriate amount of time (I give my groups about 10 minutes for my example), re-convene the class and have each group informally present their discussion results. At this point, I also have one person in each group write those general results on a sheet of paper.

Fourth and finally, I collect the sheets that contain the results obtained by each small group. After class, I then re-post the notes for that day with the results generated by each group. This should take a relatively small amount of time, on the order of several minutes.

I believe this complete process promotes in several ways multi-model topic presentation and improved student engagement. First, the small group discussions are more likely to entice quieter students to make comments that they might not be comfortable making to the whole class. Second, by choosing a course topic that contains linked steps, students are forced to examine each part in some detail while also considering how the separate parts fit into a larger whole. Finally, by re-posting notes with these added details, I give students an extra opportunity to be engaged with this part of the course material.

Most of all, have fun applying UDL concepts— your students will appreciate it that much more!

This article originally appeared in The Garden Volume II, Issue 1: February 2008

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