Shannon Horan

UDL Representation

9/15/19

Universal Learning Design (UDL) provides insights into the science behind how humans

learn. UDL was created as a framework for improving and optimizing teaching and learning for

all people based on the different learning styles they exhibit. The Universal Learning Design

curriculum components are broken down into three branches, which are representation, action

and expression, and engagement. This summary will specifically cover the characteristics and

strategies of representation. As human beings, we each have an aspect of our brain called the

“recognition network”. The recognition network is how we gather facts and categorize what we

see, hear, and read. Since we all have different strengths and weaknesses when it comes to

information processing, educators must provide multiple means of representation in order to

meet the individual needs of all learners. In order to benefit all students, teachers must provide

different options for perception, language, mathematical expression, and symbols, and

comprehension.

The first guideline in representation is perception. Learning is impossible if the student is

unable to process the information in the way that it was presented. In order to reduce learning

barriers, it is important for educators to present key aspects of the lessons through multiple

modalities. For example, through vision, hearing, or touch. The guideline of perception includes

three checkpoints. I highlighted checkpoint 1.1: offering ways of customizing the display of

information. When presenting information to all types of learners, it is important for instructors

to examine their display of information. Students can be visual learners, auditory learners,

kinesthetic learners, etc. Some students may also have intellectual or physical disabilities that
impact their learning method. Therefore, educators should take note of text, image, or graph

sizes, the contrast between background and text, the color used for information and presentation,

the volume or rate of speech and sound, the speed and timing of a video or animation, the layout

of visual elements, potential hands on materials, and the font used for print materials (UDL

Guidelines). An example of this would be a teacher using colorful posters to provide information

to students rather than handouts that get left in folder or forgotten in class. There is a wide

variety of instructional strategy combinations out there. In order to make the information equally

accessible to all learners, students and teachers must work together to find the best match of

features to learning needs.

The second guideline under representation is language and symbols. Signs and symbols

in learning have the power to clarify and confuse students. For this guideline I chose to focus on

checkpoint 2.4: promote understanding across languages. The presence of bilingual learners is

increasing in the classroom setting. Therefore, it is important that educators find a way to deliver

cross-linguistic instruction rather than use a monolingual or dominant language. Providing key

information or vocabulary in alternative ways may be key to a student’s success. Tips for

teachers include, making all key information available in the student’s first language as well as

the dominant language, link key vocabulary words to definitions and pronunciations in both

languages, define domain-specific vocabulary, provide electronic translation tools, and use visual

non-linguistic supports such as images or videos (UDL Guidelines). I chose to focus on this

checkpoint because I have experienced teaching an English Language Learner from Puerto Rico

in a 6th grade life skills class. We had to use various communication strategies such as

presenting information in both languages, pointing and objects, and also an iPad as a translation

device. It is important that all students feel understood and valued in the classroom.
 The last guideline for representation in UDL is comprehension. The purpose of education

is to help students learn how to turn accessible information into usable knowledge. All students

differ in their information processing skills. It is an educator’s responsibility to design and

present information that provides the necessary scaffolding to ensure that all learners have access

to knowledge. I chose to focus on checkpoint 3.1 under this guideline which is to activate or

supply background knowledge. I chose to focus on this checkpoint because it immediately

reminded me of the KWL chart instructional strategy. Having students brainstorm facts that they

have already learned regarding a topic can help aid in comprehension when exploring and

making connections deeper into that topic. Another background information strategy that works

well is a concept map. Teachers should also consider pre teaching information before a unit or

making cross curricular connections (UDL Guidelines). Students who lack background

knowledge or do not realize that background knowledge is of importance can break down

barriers when provided with the instructional strategies best suited for their particular learning

style.

In conclusion, it is important to note that all students come from different background

stories and have acquired different learning styles and techniques. The representation guideline

highlights all the possible accommodations and teaching strategies for addressing all types of

learners. Integrating these strategies will give each student equal accessibility to the learning and

an equal opportunity to turn that learning into influential knowledge.

 Works Cited

(2018, August 31). The UDL Guidelines. Retrieved from

http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=udlcenter

&utm_content=site-banner