1. What is Universal Design for Learning?
-This fairly progressive design for the classroom
is a relatively new form of instruction. This
process is meant to reach out to all students
and make sure that each individual is learning
the information the best way that they
can, regardless of native language, learning
disability, etc.

2. THERE ARE THREE PARTS TO BE
CONSIDERED WHEN USING UDL
- The first aspect is: The Multiple means of
Representation. This term illustrates the
teachers ability to provide students with
options for perception, language and
symbols, as well as comprehension. These
options are important because they allow
students to talk about and figure out
problems in more than one way and to find
avenues of figuration that make more
sense to them. An effective example would
be to connect symbolic numbers with a
physical manipulative or (hands on”
experience if you will. Since every student
is different, whether they be a visual
leaner or do best from lecture and text
analysis , the teacher must accommodate
for such styles.

3. -The second part is to provide a Multiple Means of Action or
Expression. In other words, allow students to present their
answers and findings in a variety of ways. Every student has a
different way of best describing what they mean whether it is
through speech, writing, visual representation etc., so
encourage them to elaborate on their knowledge the most
effective way possible.
-This step enables the leaner for excessive skills and fluency. It accepts
physical action through accessing tools and technologies to help for a
better understanding. This concept not only helps the specific student
but it also opens up new insight to the students peers by helping them
see a problem or a solution in a different light.

4. • Lastly, the idea of providing Multiple Means of Engagement.
This may be the most important because in order to have the
student represent or express their knowledge, they must first
be willing to learn the information in front of them. The
instructor must show the importance of what their students are
learning and keep them interested. Once you have the
students interest you can begin to provide ways in which the
student will remain motivated and sustain effort and
persistence. It is at this point when the leaner can begin to
assess themselves and set goals while being internally driven.
In turn this self-regulation creates a life long leaner.

5. There are four Major guidelines or questions to remember when using UDL
1. What are the goals?: How are you relating the standards and the
curriculum to the experiments and activities done in the classroom.? Can the
student compare what they just learned in the example to other similar
problems?
2. What are the materials?: Do the materials reach out to each individual in
an effective way? Can each student understand and comprehend the
materials representations?
3. What are the methods being used?: For the given subject what is the best
choice for instruction? Will you lecture, place students in collaborative
groups, provide real life experiences, or maybe project based learning?
The teacher must do their best in finding the most effective way of
getting the message to their class.
4. What are the Means of Assessment?: How are we sure that learning is
taking place? What system of evaluation will go out to each student to
make sure they have learned the material?
http://youtu.be/aaSZqgr2eUM