Case Study Reflection with UDL

While reviewing a summary of what a social studies teacher did to revamp a geography lesson according to UDL, I was struck by how the lesson literally "opened" up in its possibilities.

For example with using UDL, there was no longer the "right" way for the teacher to present the information.  Instead, there was a general concept that demonstrated alternative ways of presenting info (e.g. visuals, reading aloud, filling in a compare/contrast sheet, using a video).

In a similar way, the process of gathering additional information had a variety of modalities including scaffolding the reading, setting up reading groups, and using technology that could read the material aloud to a student. 

Finally, the teacher's lesson emphasized "modeling" specifically by the teacher as a way of how to demonstrate knowledge.  At the same time, she emphasized to her students there were alternate methods of showing mastery of information such as posters, group videos or even a webpage. (http://www.cast.org/teachingeverystudent/casestories/cs1/index.cfm?page_id=11). 



Throughout her lesson process, there was a focus on opening up every piece of the process to accommodate learners.   I enjoyed and was intrigued by the explicit way the lesson demonstrated the pre-UDL and post-UDL steps.  These concrete steps give me ideas to open up my own "classic" lessons.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.