udl case study

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Case Study:

Mrs. Jones’ Fourth Grade Classroom

From: A Practical Reader in Universal Design for Learning

Center for Applied Special Technologies, CAST

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State StandardsInstructional Goals

Traditional Approach1. Student groups create a

map containing political, topographical, and natural resources in the selected state of study

2. Students will orally present and describe the state and map results to the class

UDL Approach1. Students map the political,

topographical, and natural resources of a selected state

2. Students present results to demonstrate understandings of the state and its resources


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State Standards:Instructional Objectives

Traditional Approach1. Read the social studies text

and (a minimum of) two additional resources to gather information about state resources, geography, and political structures

2. Write a compare-and-contrast table of state resources

3. Make a representative map using available materials

4. Present information to the class

5. Raise hands to answer teacher and presenter questions on the presentation

UDL Approach1. The students will (a) collect

information, (b) make comparisons, and (c) create maps to represent state resources, topography, and political information

2. Present information to the class. Analyze information and respond to questions.


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CurriculumMethods-Introduce Lesson

Traditional Approach1. Teacher provides a brief lecture

on the home state. She reminds students of previous studies of land and resources, and the impact of natural resources on population growth, political, and land-use issues.

2. Teacher divides the students into working groups to complete their research, map-making, note-taking, and presentation

UDL Approach1. Avoid limiting presentation style.

May be students who do not respond, comprehend, or attend well to a lecture style. Consider using media in the presentation (e.g. concept map/graphics, video, audio summary) to enhance and illustrate concepts and topics introduced and reviewed

2. Consider frequent questions and statements of clarification; solicit student participation

3. Consider assigning students to working groups by mixed abilities to make use of complementary skills

4. Provide demonstrations of performance expectations


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Traditional Approach1. Students read the textbook

chapter on the selected home state to find out about the state resources, boundaries, topography, and population center. Students are required to use at least one outside resource.

2. Student groups must also take written notes to support their research work

UDL Approach1. Provide multiple means to access

resource materials (audio, digital, with graphics, video

2. Scaffold reading with supports for decoding and vocabulary (talking dictionary)

3. Support reading strategies with cooperative working groups (e.g. paired reading, discussion sessions)

4. Consider alternative means for note-taking (e.g. audio-recorded summary, electronic note-taking, scanning, Google Notebook)

5. Scaffold note-taking by allowing students to use a graphic organizer with information prompts built in (e.g., name of state, land mass, geographic location)

CurriculumMethods- Guide the Lesson


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Traditional Approach1. Using the map, groups give

oral presentations, including resource information, to the class

2. Each student takes notes during the presentations

3. Students draw and write a compare/contrast chart of the physical, political, and geographical characteristics of the states presented by all groups

UDL Approach1. Provide students with options for

presenting information (e.g., presentation may be written, oral (podcast), video, or visual)

2. Provide audience with scaffolds and alternative means of collecting information as students make presentations (e.g. recordings, notes, response questions)

3. Consider alternatives for writing a compare/contrast chart (e.g. oral, pictorial, digital, using digital Venn diagram (Inspiration) )

CurriculumMethods- Close the Lesson


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Traditional Approach1. Social Studies

textbook2. Encyclopedia3. Map materials4. Tag board5. Colored pencils6. Rulers7. Glue8. Clay9. Trays10. CD software on U.S.

geography

UDL Approach1. Printed text may constitute a barrier for

students with physical or reading disabilities. If texts are digitally available, teachers and students have options for text-to-speech, large print, on-line vocabulary help and a variety of display formats.

2. Provide various means and materials that students can use to create a map. Examples include: a) draw a map; b) create a map with clay; c) create a map electronically with computer tools; d) have students verbalize for others the details of what to place on a map and where.

CurriculumMedia and Materials


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CurriculumMedia and Materials

UDL Approach, cont.

3. Some learners may have organizational deficits, making it challenging for them to understand and make use of library structure and thus the library resource. Provide scaffolds and instruction to find materials in multiple formats – text, digital, audio, etc.

Select possible materials for students to review Direct students to area of media center w/appropriate resource

materials Consider textbook barriers noted in “materials/classroom”

4. Some learners may have difficulty using computers with a CD, hindering access to the resource material

Provide supports and instruction to use of CD resources; Evaluate access issues for vision, decoding, etc., for the various

students in the class


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A UDL Curriculum

Is designed, developed and flexible from the start.

Has built in supports. Is designed to maximize

options for students and teachers

Meets the needs of all learners.

Is under the auspices of general education.


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UDL Paradigm Shift: how UDL changes the way we think about students and education

Old Assumptions Students who learn

differently constitute a separate category.

New Assumptions Students who learn differently

fall along a continuum of learner differences.

Instructional adjustments need to be made for at risk students.

• Learning is centered on a single text book.

• The problem is with the student – remediate, remediate, remediate..

• Instructional adjustments need to be made for all learners.

• Learning materials are

varied, digital.• The solution is within the

curriculum. A flexible curriculum adapts to the

needs of all students.


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David Rose says….

“UDL is really a merging of general education and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide between general ed. and special ed.”

-A Practical Reader in Universal Design for Learning

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How we’ve been doing business…A UDL Curriculum…

udl case study

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