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Universal Design For Learning

The document discusses Universal Design for Learning (UDL) and asks a series of questions about its implementation. The questions cover topics like ensuring multiple means of engagement, representation, and action and expression for students, supporting diverse learner needs and abilities, and structuring the classroom environment to be flexible and supportive of all students.

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Panopio, Jayden Ruth D.
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54 views2 pages

Universal Design For Learning

The document discusses Universal Design for Learning (UDL) and asks a series of questions about its implementation. The questions cover topics like ensuring multiple means of engagement, representation, and action and expression for students, supporting diverse learner needs and abilities, and structuring the classroom environment to be flexible and supportive of all students.

Uploaded by

Panopio, Jayden Ruth D.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Panopio, Jayden Ruth D.

III-A1

UNIVERSAL DESIGN FOR LEARNING (UDL)

ESSENTIAL QUESTIONS
Directions: State your viewpoints on Universal Design for Learning (UDL) by answering the
questions below. Use 3 to 5 sentences only. Criteria for assessing each answer; Relevance to
the topic- 5, Unity of ideas-3, Grammar and choice of words- 2.

1. Do learners have multiple opportunities for exploring, learning, and communicating


(receptively and expressively) through varied approaches in UDL? State some concrete
strategies to use by teacher in the classroom.
Yes, learners definitely have multiple opportunities for exploring, learning, and
communicating (receptively and expressively) through varied approaches in UDL. For some
concrete strategies to use by teacher in the classroom, the teacher can/should primarily use
different learning materials and platform that is suitable for all the students in the classroom. In
addition, the teacher can/should design the course subject in electronic format or in other words,
in online so that students can get access them whenever they need such materials. Furthermore,
the teacher can/should encourage a variety of ways for students to interact with each other and
with the teacher; and, motivate the students through letting them make choice in giving them
assignment that is inclined to the lesson and also that feel relevant to their lives. With these
(some) concrete strategies, these show that learners have multiple opportunities for exploring,
learning, and communicating through varied approaches in UDL.

2. How does the environment respond and support learners varying energy levels, health
conditions, attention spans, or interests?
The environment responds and supports learners varying energy levels, health conditions,
attention spans or interests through having UDL in the real world. Through UDL, it focuses in
inclusivity rather than exclusivity. As what is stated in the video as example are provides
alternatives to everyday issues, alternative to stairs, large print book, and automatic doors.
With such examples, it shows that environment respond and support learners in universal-
design one.

3. Is learning content presented in multiple formats (verbal, visual, print, video, tangible
objects, technology) and meets the cultural, linguistic, and ability diverse needs of
students?
Yes, in having UDL, the learning content is still and should be presented. Though teacher can
use multiple formats (verbal, visual, print, video, tangible objects, technology) in conducting
classes, the main content and objectives are still targeted. Integrating UDL in the classroom will
never be a barrier to students’ learning but will be an effective strategy to instill lifelong-
learnings for all. Moreover, it also meets the cultural, linguistic, and ability diverse needs of
students.
4. How are students given opportunities to initiate and demonstrate learning outcomes
that reflects their unique interests, strengths, and motivations? Give some observable
situations seen in the classroom.
In UDL aspect, students are given opportunities to initiate and demonstrate learning
outcomes that reflects their unique interests, strengths, and motivations by letting them
make choice in giving them activity or assignment that feel relevant to their lives. The
teacher also let them make choice of the criteria to be used as their stand which also
demonstrate learning outcomes. Furthermore, the Multiple Intelligence can also be
integrated in here for it can be used to give students opportunities to initiate and
demonstrate learning outcomes that reflects their unique interests, strengths, and
motivations. These are some observable situations seen in the classroom.

5. Does the classroom provide efficient and effective use of existing staff/teachers? If a
child needs direct (individual or one-to-one assistance) is someone able to provide it? If
not, how can the learning environment be structured in advance so that appropriate
supports are available? What additional supports or local resources might be available to
support UDL and inclusive practices? How can the environment and personnel increase
flexibility to change?
In our country, I can say that classroom does not provide efficient and effective use of
existing staff/teachers especially to elementary level. For example, if a child needs direct
(individual or one-to-one assistance), the teacher is the only one to assist him/her in a few
minutes because the rest of the class needs the teacher as well, so the student who is slow learner
or has special needs is poorly assisted. In order to address this and have UDL practices, assisting
staff or personnel should be hired to support the learning process and have flexibility to change.
With this, additional support will be available and can provide effective and efficient use of
existing staff/teachers.

God bless! You can do it! 

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