UDL principles

1. How can educators offer young
learners multiple means of
representation?

2. First, educators can offer learners a
variety of ways to take in information.

3. Learners can take in information through read alouds.

4. Learners can take in information by playing learning
games on electronic devices.

5. Learners can take in information by listening and reading.

6. Learners can take in information by using physical objects
and materials.

7. Second, educators can offer learners a
variety of ways to engage with
language and symbols.

8. Learners can engage with language and symbols by
reading books independently.

9. Learners can engage with language and symbols by
reading books with others.

10. Learners can engage with language and symbols by
listening to read alouds.

11. Learners can engage with language and symbols by
reading labels.

12. Learners can engage with language and symbols by using
materials that incorporate their home language.

13. Third, educators can offer learners a
variety of ways to achieve
comprehension of the material.

14. Learners can achieve comprehension of the material by
using thinking routines like “see, think, wonder” to
organize and make sense of their learning.

15. Learners can achieve comprehension of the material by
using graphic organizers.

16. Image credits
Slide 3: [Read aloud photograph]. Retrieved from http://scherlund.blogspot.com/2014/12/study-finds-full-time-preschool-better.html. Licensed under
CC BY.
Slide 4: Kindergarten iPad. [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Kindergarten_iPad.jpg. Licensed under CC BY-SA.
Slide 5: Small + Friendly (2013). [Photograph]. Retrieved from https://www.smallfriendly.com/small-friendly/2013/05/5-awesome-audio-books-for-
preschoolers.html. Licensed under CC BY-NC-ND.
Slide 6: Holloway, T. (2013). Children water swiss chard and spinach at New Roots Youth Garden Fall Garden Club. [Photograph]. Retrieved from
http://capecharleswave.com/2013/10/new-roots-kicks-off-fall-garden-club-for-kids/. Licensed under CC BY.
Slide 8: Mistress of Well-Intentioned Indecision (n.d.). [Photograph]. Retrieved from
https://wellintentionedindecision.blogspot.com/2015_04_01_archive.html. Licensed under CC BY-NC-ND.
Slide 9: Open Books Open Doors (2012). [Photograph]. Retrieved from https://openbooksopendoors.com/category/early-literacy/. Licensed under CC BY-
NC-ND.
Slide 10: Theosophy Watch (2015). [Photograph]. Retrieved from https://theosophywatch.com/2015/04/14/growing-the-child-a-moral-and-spiritual-
covenant/. Licensed under CC BY.
Slide 11: Growing in Pre K (n.d.). [Photograph]. Retrieved from https://creativeprek.webs.com/dramaticplay.htm. Licensed under CC BY-NC-ND.
Slide 12: Bagtas, A. (n.d.) Oh dear, Max. [Photograph]. Retrieved from https://www.behance.net/gallery/3425659/Oh-Dear-Max. Licensed under CC BY-
NC-ND 4.0 .
Slide 14: McMillan, A. (2017). Thinking routines from Harvard’s Project Zero. [Photograph]. Retrieved from
https://amyjmcmillan.blog/2017/04/30/wheres-your-evidence/. Licensed under CC BY-NC.
Slide 15: Plastinglish (2014). Pattern and texture. [Photograph]. Retrieved from http://plastinglish.blogspot.com/2014/06/elements-of-art-textures.html.
Licensed under CC BY-NC-ND.