This document discusses Universal Design for Learning (UDL) principles for curriculum development. It explains that UDL aims to give all students equal opportunities to learn by providing multiple means of representation, engagement, and action and expression. It focuses on the "how" of learning and provides examples of UDL strategies to offer options for executive functions, communication, composition, practice/performance, physical action, and use of tools and technologies. The document advocates analyzing student data to improve courses and guide implementation of UDL principles to potentially increase student success. It provides resources for learning more about applying UDL.

1. UDL Series
Strategies for
Expressing Learning
UM3D Instructional Impact

2. Join the
Discussion
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Or text UM3D to
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3. “When it comes to learning,
variability is the rule,
not the exception.”
CAST, 2015

4. What is UDL?
UDL is a set of
principles for
curriculum
development that
give all individuals
equal opportunities
to learn.

5. “These principles guide design of
learning environments with a
deep understanding and
appreciation for
individual variability.”
CAST, 2015

6. UDL also accounts for “learners
who were formerly relegated to
‘the margins’ of our educational
systems but now are recognized
as part of the predictable
spectrum of variation.”
CAST, 2015

7. UDL Principles
Multiple Means of:
Representation
Action & Expression
Engagement

8. Multiple Means of
Action and Expression
The “How” of Learning

9. Provide Options for
Executive Functions

10. Goal-Setting
Provide options for
students to set and
meet learning goals.

11. ● Use syllabus to
communicate
expectations for
goals.
● Model goal-setting.
● Require learning
contracts.
● Post student work on
class website.
Tips

12. Strategy
Development
Provide options for
students to
strategically plan
and engage in
learning.

13. ● Use syllabus to
communicate timing
and format of
assignments.
● Model learning and
organizational
strategies.
● Clarify instructions
with narrated video.
Tips

14. Monitoring
Progress
Provide multiple
ways for students to
identify whether or
not they are
learning.

15. Tips
● Use syllabus to
communicate timing.
● Use prompts to
promote reflection.
● Integrate frequent,
low-stakes
assessments.
● Provide checklists
and self-check
quizzes.

16. Provide Options for
Expression &
Communication

17. Communication
Provide multiple
ways for students to
communicate what
they have learned.

18. Tips
● Provide options for
note-taking and
annotations.
● Provide choices for
communicating
skills/knowledge:
written, verbal,
diagram, mult.
choice.

19. Composition
Provide multiple
ways for students to
solve problems and
express their
learning.

20. Tips
● Identify options for
composition: writing,
drawing, concept
mapping, etc.
● Adjust assignments so
students can use
multiple tools
(written, recordings,
multimedia)

21. Practice and
Performance
Provide options for
students to
frequently practice
what they have
learned.

22. Tips
● Provide self-paced
practice quizzes.
● Provide self-check
quizzes.
● Provide options for
students to receive
immediate feedback.

25. Provide Options for
Physical Action

26. Navigation
Provide options for
students to navigate
the learning
environment.

27. Tips
● Use syllabus to
organize resources
and help students
manage information.
● Help students
prioritize tasks.
● Provide clear course
headings and icons.
● Chunk content
appropriately.

28. Access to Tools
Provide access to a
variety of tools and
assistive
technologies.

31. Using Data
● Login dates/times
● Page/content views
● Grades
● Discussion board
posts

32. Using Data
● Include more
formative
assessments.
● Adjust guidelines.
● Check-in with
students more
frequently.
● Adjust deadlines.
● Break-down
assignments.

33. Next Steps
How does UDL
implementation impact
course success?
How do students perceive
UDL-aligned curriculum?
Contact Us:
um3d@memphis.edu

34. Resources
UDLonCampus.cast.org
@UDLonCampus
Castprofessionallearning.org
UDL-IRN.org
Contact Us:
um3d@memphis.edu