Planning to work with a class of students who benefit from a variety of (sometimes conflicting) supports can be challenging, especially when you have little advance knowledge of your students. Universal Design for Learning (UDL) is a tool that aims to ensure that a lesson is accessible and equitable to a wide variety of learners. By implementing UDL principles, you can begin your lesson from a place of general accessibility with flexibility for any adjustments you may need to make for students along the way.

介绍

Planning to work with a class of students who benefit from a variety of (sometimes conflicting) supports can be challenging, especially when you have little advance knowledge of your students. Universal Design for Learning (UDL) is a tool that aims to ensure that a lesson is accessible and equitable to a wide variety of learners. By implementing UDL principles, you can begin your lesson from a place of general accessibility with flexibility for any adjustments you may need to make for students along the way.

定义

通用学习设计 (UDL) is a framework for teaching and learning. The framework was inspired by principles of architecture aimed at making spaces accessible and equitable to all.

基本指针

• 为学生提供多种访问方式 what 他们在学习。
  • 这个原则是指信息呈现给学生的方式。确保以多种方式（口头、书面、视觉组织等）向学生展示材料，并提供各种支持。
  • Example: Captions benefit many different students—those who are d/Deaf and hard-of-hearing, people learning a language, and visual learners.
• 为学生提供多种访问和表达方式 why 他们在学习。
  • 这一原则指的是学生参与学习的方式。确保您建立在学生的兴趣之上，学生有选择权，并且自我反思和评估贯穿始终。
  • For example: A check-in using a thumbs up, down, or in the middle allows students who are less verbal, shy, or more physical to express their understanding of the content.
• 为学生提供多种访问和表达方式 how 他们在学习。
  • 这一原则是指学生可以通过多种途径来回应课程和材料（写作、绘画、口头分享、身体分享等）。
  • 例如： iPad 等辅助工具和技术对将它们用于交流目的的学生、打字速度快的学生以及仅对技术做出响应而不是其他工具的学生有益。

UDL清单

Over the course of your entire lesson plan you should aim to

• create a goal and ensure that all content supports the goal. Share your goal with the students and teachers. The goal should ideally be generated collaboratively with the Classroom Professionals and the students;
• provide opportunities for students to self-regulate, make choices, and include their interests;
• create multiple entry points so that all students access and enjoy learning equitably;
• create liberated learning environments by avoiding segregating or stigmatizing any students. Offer accessible activities with multiple ways for students to engage with the lesson;
• do first, then reflect. Reflect throughout the lesson instead of saving it until the end;
• support multiple learning styles by presenting and cultivating information using various modalities, including
  • visuals (Don’t forget large text, and consider representation within visuals to represent the student community);
  • spoken/oral explanation and responses;
  • written/text-based materials (Consider using multiple languages and symbols);
  • technology;
  • movement/kinesthetic learning and expression;
  • tactile and/or sensory experiences.

从 UDL 清单中添加细节

创建目标并确保所有内容都支持该目标。

The activity as outlined is designed to support the goal. You can assess how successful you were in achieving your goal by adding in some check-ins. For example: Repeat theater vocabulary throughout and by the middle of the activity, ask students to fill in the blank instead of giving them the word. “We need someone else to add onto our frozen picture, our ___.” At the top of the activity, you can introduce an “actor tools” checklist: voice, body, imagination. Afterward, ask students: “Did we use our voices? If so, sing me an ‘ahhh.’ Did we use our bodies? If so, strike a pose. Did we use our imaginations? If so, give me a thumbs up.”

为学生提供自我调节、做出选择并纳入他们的兴趣的机会。

Prior to the activity, you could add a group brainstorm of options: “What are your favorite things in a park?” Then throughout the activity, students have choices in how they want to participate. They can choose when and what they add to the tableau; they can help direct the tableau; or they can add sounds from the audience. You can lead multiple rounds to let students choose which environments to explore next.

创建多个入口点，以便所有学生都能公平地访问和享受。

For students who are less verbal or non-verbal, you can eliminate the verbal prompt, “I am a ___,” and put the emphasis on making a clear pose. If there are students who are verbal in the class, this can then become a fun guessing game. You can also have students participate as “director” to help make the tableau clearer.

先做，再反思。在整个课程中进行反思，而不是一直保存到最后。

Students can reflect in various ways on their experience during the activity. During a timeout, between rounds, or after the activity, you can prompt students to share how they’re feeling, inviting them to respond verbally, with a still pose, a dance move, a drawing, etc. Or you might ask students to show with their bodies poses that they liked, that either they made or someone else in the class made.

通过使用各种方式呈现和培养信息来支持多种学习风格。

• 视觉效果： 您可以通过让学生绘制他们自己版本的公园来开始活动。或者，您可以创建一幅集体壁画，其中每个学生都绘制公园的一部分，直到出现一个大型集体公园。您还可以准备好公园内事物的视觉效果，以防学生被卡住。
• 口头/口头解释和回应： 解释上述活动。全程指导和叙述。
• 书面/文本材料： 如果您提前进行集体头脑风暴，您可以为在公园里发现的事物写下想法。
• 技术： 如果可用，您可以使用计算机或平板电脑来提取视觉效果，以配合学生在头脑风暴、姿势和/或画面中产生的想法。您甚至可以通过在公园播放“生活中的一天”的视频来开始活动。
• 学生使用身体和活动的机会： 这已经融入到活动中。您可以在画面的基础上融入运动或创建公园舞蹈动作，最终可以在公园舞会上达到高潮。
• 学生参与触觉和/或感官体验的机会： You can bring in items from a park (e.g., tactile objects like bark, grass, and stones; or essential oils with scents like pine and lavender). Introduce these items as you are setting the scene of the park.