"Teaching
Tips Collection"To maximize the likelihood that future curriculum will be accessible, interactive, and enable student progress, NCAC is pursuing a new framework for reform called Universal Design for Learning (UDL) (Rose & Meyer). Based on new insights from brain research and new understandings about the complexities of individual differences (Rose & Meyer, 2000), this new framework advances three guiding principles for the design of learning opportunities (Rose & Meyer):
1. Provide multiple, flexible methods of presentation in order to support diverse recognition networks. For example, the content of a lesson on endangered species could be presented as printed text, text in digital format (with an option for text-to-speech, Braille and variable display formats), images, video, or as an online simulation.
2. Provide multiple, flexible methods of expression and apprenticeship in order to support diverse strategic networks. For example, when testing understanding of the characteristics of mammals, a teacher could offer flexible options for demonstrating knowledge or skill, including answering multiple choice questions, composing an essay, selecting critical features from a picture series, composing a scrap-book of mammalian exemplars, or giving an oral presentation.
3. Provide multiple, flexible options for engagement
in order to support diverse affective networks. For example,
a lesson about state government could allow the students to select
a state of interest to them and learn about the state's government
by reading, searching the Web, interviewing government officials,
etc. Additionally, for some learners, an extrinsic motivation
structure could support their affective networks, much like the
system of paychecks do for working adults.