UDL and

Differntiation
Concept integration in our second
grade clsasroom
UDL:
Universal Design for Learning
Universal Design for Learning (UDL) can be defined
as a set of principles for curriculum development that
gives all individuals equal opportunities to learn
(CAST, 2012).
UDL creates curriculum that anticipates student
needs and differentiation opportunities in learning
materials, ways for learners to express
understanding, and ways to create and encourage
motivation (Puckett, 2013)
UDL focuses on three core principles
representation, expression, and engagementto
help educators develop motivating, accessible
instruction that will increase the participation of all
learners, including those with special needs
(Spencer, 2011, p.10).
When combined with differentiated instruction, UDL
simplifies implementation of differentiation strategies
Differentiated Instruction
Recognizes that students have different
intelligences and learning styles and
attempts to accommodate them in order to
maximize learning.
Is a key idea in UDL, as UDL plans for
students who will differ in what they take
away from a lesson, how they best absorb
that information, and in their level of interest
and motivation (Puckett, 2013).
Presenting new information
Setting Learning Goals
We will have regular planning
sessions, wherein we discuss
learning plans as a class
We will do pre-assessments
after we are all comfortable with
discussing what we do and do
not know (its often very difficult
for second graders to admit they
dont know something).
We will use results from our
assessments, Graffiti exercises,
and KWLs to inform class goal-
setting.
Demonstrating Prior Background Knowledge
We recognize that students will
have different levels of
knowledge and interest for each
learning outcome
Know, Want to know, and
Learned (KWL) charts will
establish who knows what, and
help us to build safety, trust, and
acceptance that all people have
different learning histories and
learn differently. Collecting what
we learned from each lesson or
project will build a sense of
accomplishment and excitement
about learning.
Strategies for learning
Engagement
KWL lists will start conversation
and allow the entire class to set
learning goals which align with
learning objectives
Graffiti exercises will engage
different types of learners by
allowing for movement and
creativity
Group work and choices will
increase positive feelings about
school and learning (Spencer,
2011)
Motivation
Skills such as writing or
performing will be separated
from knowledge (Spencer,
2011), as this will allow learners
at all skill levels to demonstrate
their understanding of lessons
Students will be able to choose
how to express their knowledge
from several options (Planned
Learning Experiences) which
share a common rubric (Jones,
et al, 2011).
References
Center for Applied Special Technology [CAST]. (2010). What is universal design
for learning? Wakefield, MA: Author. Retrieved September 18, 2014, from
http://www.cast.org/research/udl/index.html

Jones, J. L., Jones, K. A., & Vermette, P. J. (2011). Planning Learning
Experiences in the Inclusive Classroom: Implementing the Three Core UDL
Principles to Motivate, Challenge and Engage All Learners. Electronic Journal
for Inclusive Education, 2(7), 6.

Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint
Education: San Diego, CA

Spencer, S. (2011). Universal design for learning: Assistance for teachers in
todays inclusive classrooms. Interdisciplinary Journal of Teaching and Learning,
1(1), 10-22.