UDL Guidelines

To provide optimal challenges, describe objectives that motivate students to learn:

• Become familiar with student resources at your school, including the EST team, Assistive Technology, Guidance, and other supports
• Invite students (both in writing and aloud) to speak to you if they have learning challenges
• Consider the career goals, personal interests, and values of students
• Consider student diversity – age, gender, culture, language, and ability – when writing objectives

To ensure equal access, provide options in the ways students can interact with instructional materials:

• Ensure that examples and content used in class are relevant to people of diverse backgrounds and experiences
• Use online discussion groups to extend contact time and set standards for quality
• Consider recording classes and posting them as a podcast
• Provide captioning or transcripts for videos
• Check for ancillary electronic materials (CD-ROM and web content) to accompany your textbook/classroom resources
• Make a detailed course outline available for students to view on the first day of the class/course

To provide effective instruction, provide options for building motivation and engagement:

• Create a welcoming class environment; greet students as they enter
• Encourage greater cooperation and collaboration between students
• Use technology to increase class communication (like MS TEAMS, One Note, etc.)
• Create some “energy” during class (e.g., humour, anticipation, suspense) to increase attention and recall
• Illustrate abstract concepts with concrete examples; point to real-life examples from your own experiences and the experiences of your students
• Invite guest speakers to share their perspectives on the topic at hand; use technology to connect them with students via an online discussion
• Share your enthusiasm for the topic by citing personal experiences, research results, related news, etc.
• Offer flexible times when students can meet with you

To accurately measure progress, use assessments that accurately measure emotional development:

• When applicable, have students explore the meaning and value of their learning experiences to themselves and to society
• For experiential learning activities, explore growth in the affective domain through reflection activities
• Have students relate new concepts and information to their own lives and the lives of those explored
• Give prompt, ongoing, and instructive feedback to support learning and self-assessment

To provide optimal challenges, describe objectives in ways that are clear and specific:

• When reviewing outcomes and establishing goals, begin by making a list of the knowledge and skills you want your students to achieve
• Differentiate between broadly-stated goals and specific learning outcomes
• Goals should be SMART: Specific, Measurable, Achievable, Relevant and Time-bound
• Consider a wide range of abilities, backgrounds, and the experiences of your students when designing activities and assignments
• Develop a class outline that clearly states expectations, due dates, and learning outcomes

To ensure equal access, provide options in the way information is presented:

• Present information in multiple formats including text, graphics, audio, and video
• Make handouts and materials available well in advance of classes and related class activities
• Post class overview/graphic outlines (not necessarily complete notes) prior to class, which students can use as a framework for note making
• Create a glossary of terms for your class and link to it from the content pages on your class page/wiki
• Develop a FAQ list for students
• Design electronic materials to be accessible to a wide range of users and display technologies; structure materials for easy information access
• Create an electronic archive of course materials for student reference
• Adopt instructional technologies that help achieve learning opportunities
• Provide digital equivalents of all hardcopy handouts

To provide effective instruction, provide options for building knowledge:

• Whenever possible, tie new concepts to prior knowledge
• Provide structure to the material: highlight key concepts and explain how they relate to course objectives
• Learning is more than a spectator sport; make it active and participatory
• Start each class with an outline of material to be covered and conclude each session with a summary of key points
• Use technology to increase class communication (like MS TEAMS, One Note, etc.)
• Represent key concepts graphically as well as verbally
• Adopt a “learning-centered” approach to teaching; structure classes so that students take on multiple roles: facilitator, recorder, presenter, etc.
• Make learning relevant; draw on real-life examples whenever possible

To accurately measure progress, use assessments that accurately measure knowledge development:

• Develop assessments directly from the outcomes
• Consider alternatives to traditional quizzes and tests
• Provide instructions for assignments both verbally and in writing
• Monitor the effectiveness of instruction (e.g., quick surveys, exit slips, etc.)
• Provide clear expectations and feedback
• Ahead of assessment time, create rubrics with students with a set of examples of what constitutes quality work
• For writing assignments, allow for drafts and revisions; consider using peer review

To provide optimal challenges, describe objectives in ways that are measurable and achievable:

• Set goals that guide instruction and assessment
• Define expectations at the beginning of the class so that support services can be arranged if needed
• Communicate firm goals for all students, while expressing your willingness to provide flexibility with methods and materials for instruction and assessment

To ensure equal access, provide options for students to express what they know:

• Accept alternative project formats: oral presentations, podcasts, e-portfolios, podcasts or audio recordings, artwork in different mediums, infographics, posters, scrapbooks, videos, newspaper or magazine articles, photo essays, community research, web publications, etc.
• Adopt instructional technologies that increase communication and allow for alternate modes of expression
• Provide ample time for online assignments to allow for technical malfunction
• Require students to find and rate web resources using criteria you've established

To provide effective instruction, provide options for building skills:

• Emphasize time on task and create assignments that require students to practice reviewing and applying information; brain research confirms the adage practice makes perfect
• Allow students to grasp material in their preferred mode and at their own pace
• Guide students in exploring flexible methods and materials for their learning by providing voice and choice for their learning and/or assessment
• Begin each class with an essential question that you will address throughout the class and have students answer the question at the end of class
• Capture students' attention to pique their interest in the topic
• Allow students to work in pairs, small groups, or independently; firm goals by flexible means

To accurately measure progress, use assessments that measure skill development:

• Allow students to submit assignments electronically, as appropriate
• Include stages where self and peer assessment provide ongoing feedback prior to the teacher evaluating
• Give prompt, ongoing formative feedback to support learning as students prepare work prior to formal evaluation