Universal Design for Learning: A framework that links differentiated learning with curricula design

ETEC:530 65A Julie Ormiston

Universal Design for Learning: A framework that links differentiated learning with
curricula design

Introduction
When describing Universal Design for Learning, one essentially also describes constructivism.
UDL and constructivist learning theory are inseparable as they similarly approach the
construction of knowledge as an individual learning process and both emphasize the learner as the
focus on which teaching and learning is based. Constructivism compliments UDL by linking
differentiated learning with curricula design. This paper will illustrate how UDL supports learner
autonomy that creates student motivation towards learning; UDL is the framework for which
constructivism is effectively put into practice.
UDL Principles
The concept of Universal design for learning is originally based on universal design in
architecture. The aim of UD is to provide products and environments that could be
accessible to individuals with disabilities. Curb cuts in sidewalks and ramps were
built to reduce barriers and provide easier accessibility for people with disabilities.
Universal design for learning takes that initial premise and applies it to curricula
development. School districts can develop curriculum designed to be accessible to all
types of learners. The principles of UDL are rooted in neuroscience research that
identifies three primary brain networks; recognition, strategic, and affective. Research
illustrates how learners are unique and therefore have different requirements and ways
of approaching content (National Center on Universal Design for Learning, 2014).
UDL essentially, provides the framework where learners are supported (through
learner autonomy) in mapping their own way to the material. The three key
principles; multiple means of representation, of action and expression, and means of
engagement are a set of instructional practices to guide teachers in the design of
learning environments. The three principles of UDL are directly correlated to the
three primary brain networks responsible for constructivist learning
These three key principles provide the foundation for curriculum design that has the locus of
control on the learner as opposed to the traditional model where the teacher is the locus of
control. In short, the learner controls the whats, hows, and whys of their learning and
understanding of content (CAST, 2013). The means or tools by which bring about their
individual knowledge acquisition are directed by personal interests and choices based on their
unique learning styles.
Prior knowledge is central to memory and learning as well as the social cultural environment of
the learner. (Jegede, 1995). UDL principles correspond with constructivist learning theory that
emphasizes the influence that individual prior knowledge has on learning. Construction of new
knowledge is inseparable from prior knowledge since the latter is used to build upon to create
new conceptual understandings. UDL provides a guide for designing learning environments that
enhance the interrelationship and codependence that exists between background knowledge and
learning new concepts. Both UDL principles and constructivism reflect this interrelationship.
New Media & Constructivist UDL environment:
New technologies linked with neuroscience research reveal that learning is modular,
distributed, parallel, and heterarchical. New technologies used in neuroscience
research has illustrated a more precise "map" for understanding the concept of
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Universal Design for Learning: A framework that links differentiated learning with curricula design

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learning (Rose & Meyer, 2000). Traditional curriculum is designed for the "typical
learner. However, research shows that there is no typical learner but rather there
exists a variety of learners in the 21st century learning environment. UDLs set of
practices encourage teachers to utilize technology when designing lesson activities.
Constructivism emphasizes the beneficial influence that diversity can have on
individual knowledge acquisition. The use of new media that is supported by UDL
principles provides more differentiated use of technology for instruction. New
technologies are flexible, adaptable, and interactive allowing learners to be more fully
engaged with content. Furthermore, in a UDL environment specific learning modules
and distributed learning are encouraged due to the flexible and interactive nature of
the technology used for instruction. Multiple levels of instruction with new innovative
technologies creates an environment where learners actively construct knowledge and
adapt prior "knowing" during the learning process.
UDL activities & Constructivist modes of learning:
"The process of experiential learning that Kolb discusses is one of experience,
reflection, and experimentation. This learning cycle takes into consideration many of
the ideas in UDL." (Parker-Buckland, 2015). The four modes of learning (Kolbe,
1994), are supported in the UDL environment.
Concrete experience where the students engagement in outside classroom experiences are
considered important as these experiences form prior knowledge which is crucial in the
construction of new meanings. UDL encourages the latter in that a teacher may require learners to
engage in interviews, sharing ideas and receiving feedback from peers during group collaborative
activities. Additionally, in a UDL environment, learner autonomy is paramount in that the learner
is encouraged to make choices regarding types of new media students choose to utilize and
therefore learning is self-directed and constructed. The latter point further reflects the concepts of
constructivism in that students are responsible for their own learning. UDLs set of practices
essentially, enables a student to take ownership of his/her learning. The use of Smartboard
modeling, as well as audio clips and video are some examples used in a UDL classroom that
compliment constructivist learning.
Reflective observation where students have the opportunity to reflect or react to experiences and
use expert interpretation are also supported with UDL. Activities such as concept mapping,
discussion boards, class discussions, journal writing are examples used that enable learners to
construct new meaning from observation and reflection on their prior experiences which they
either adapt, assimilate, or reject in order to create new meanings. Through the National Centre in
UDL website, guidelines are available for educators to implement UDL activities in their
classrooms.
Abstract conceptualization occurs when students are required to get information from
an authorized source and use research methods to construct new meanings. Reading
course text and professional articles are common activities that involve abstract
conceptualization. The three principles of UDL in concert with new media afford a
variety of options available for the teacher to offer as a means for representation of
content to the students. Power points could be used on a course webpage to display
professional articles as well as course required readings. Students could also engage
in abstract conceptualization by completing wiki assignments.
Active experimentation requires students to problem solve by applying theories they
have learned. Students use prior knowledge during group discussions in which
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individual students receive feedback from their peers. This mode of learning
demands active observation of individual learners as they reflect on their prior
understanding and compare it with their peers while participating in group discussions
and during project presentations.
Constructivist core views intersect with UDL principles:
To illustrate, contextual learning is apparent when students with language or cultural differences
often require different ways of approaching content. A key principle of UDL requires the teacher
to provide multiple means of representation of information. For example, an ESL teacher may
choose to incorporate the use of close caption videos to represent additional information in the
students home language accompanied with visual information. Similarly, UDL supports the
dialectical view. Social interactions are encouraged with collaboration among peers in addition to
common shared "knowing" based on cultural sensitivities. The social interactions with shared
common cultural backgrounds, allows for the student to compare prior knowledge with new
knowledge within the company of cultural similarities among peers. Additionally, in the company
of similar ethnic peers students may be more willing and more engaged to interact and share.
Peer interaction and sharing encourages the flow of thinking within the group, resulting in
knowledge that is enhanced to further assist the learner in developing new ideas. Through UDL
students are provided multiple avenues to communicate with their peers. Because existing
knowledge schemata are explicitly acknowledged as a starting point for new learning,
constructivist approaches tend to validate individual and cultural differences and diversity.
(Constructivist teaching methods Wikipedia 2014). UDL encourages collaborative learning with
in an environment of diversity as well as capitalizing on cultural similarities.
UDL reflects social constructivism:
All learning is mediated by culture and takes place in a social context (Aikenhead & Jegede,
1999; Jegede, 1995; Jegede & Aikenhead, 2011). UDL framework enables students to take
responsibility for their learning in cooperative groups that may involve collaboration towards
completing a project or mastery of a skill. Therefore, UDL supports learning within a social
context to encourage construction of meaning through interaction of peers thus reflecting the
views of social constructivism.
Interaction between the learner and the environment is central to experiential learning, as
learners examine and test ideas then integrate these ideas as part of the learning process (Solvie
& Kloek, 2007). Constructivist teaching methods involve placing students into collaborative
learning groups in order to optimize the full potential for multiple perspectives to be shared as a
result of class diversity. Similarly, a teacher of a UDL classroom will also maximize the potential
that class diversity and multiple perspectives can have on individual knowledge acquisition by
utilizing cooperative learning groups.
UDL provides optimal learning conditions:
Learner motivation is the initial catalyst for individual learning and needs consideration when
designing for instruction. Without motivation the learner has no need to create new meaning or
adapt concepts. Motivation can either be intrinsic or extrinsic as well as either positive or
negative. Accordingly, a conceptual conflict may cause a need to resolve the conflict and
therefore initiate a learner's motivation to experience conceptual change. A conceptual change
will resolve the conceptual conflict experienced by the learner. In this case, the motivational
factor is to resolve the conflict and the cognitive solution is to "move" away from the conceptual
discomfort. The cognitive result is the learner goes through a process of conceptual change or
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adaptation. Positive motivation is when the learner is engaged with the learning experience.
Intrinsic motivation is created when the learner directs their own learning. When the learning
involves student individual choice the learner experiences autonomy over their knowledge
acquisition and their conceptual ideas. A learner experiences learning something that matters to
them personally and are motivated to improve in their understanding of the material which leads
to improved conceptual adaptation around the subject matter. Additionally, when learning occurs
in the context of peer social interaction then the context of learning may be perceived to have a
greater purpose for the individual learner. Meaning, since the learner becomes part of the group
collective learning while in conjunction with their individual evolving learning experience the
learner perceives their learning as a valued contribution to the group. Their individual learning
and acquired knowledge becomes a service to something larger than themselves; the collective
knowledge of the group, which in turn may enhance their own self perception of value and
therefore self-esteem. Motivation plays an integral role in "deep" and meaningful learning. When
the student has an emotional investment and is therefore emotionally engaged with the subject
matter, through either a positive or negative conceptual reaction to prior held beliefs, it is the
emotional engagement that provides the foundation for creating new meanings or conceptual
adaptation.
The motivation must be in place for the learner to cognitively allow prior held beliefs to either be
replaced, differentiated, or for coalescence to occur in order to process new meanings. At the
same time the new concept must have intrinsic value for the learner, be understood, truthful, and
perceived as beneficial for the learner to successfully accept the concept and therefore create new
meaning. UDLs principle of multiple levels of engagement reflects the central role that
motivation plays within a constructivist learning context.
Conclusion:
The motivation to learn is undeniably tied to learner autonomy. Both constructivism and UDL
have learner autonomy as a central focus for optimal individual learning. I believe that providing
students greater responsibility and ownership for their learning, thus enabling learner autonomy,
is the key to creating lifelong expert learners. In my view, learner autonomy is the corner stone
that forms the base of the building referred to as constructed learning. Likewise, learner
autonomy is also the corner stone that joins the two walls; constructivism and UDL. The
underlying tenets of constructivism are put into action through universal design for learning
implementation. Although constructivist learning principles are evident in all aspects of universal
design for learning as this paper has illustrated, it is clear that learner autonomy is what links
theory with active design and essentially instructional practice. Learner autonomy is the key
constructivist principle that binds theory and practice together making UDL and constructivism
inseparable. They are soul mates.

WORK CITED & CONSULTED:

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styles in a constructivist learning environment. Contemporary Issues in Technology and Teacher
Education, 7(2), 7-27.
Matthews, M. R. (1994). Science Teaching. New York: Routledge, chapter 7
National Center on Universal Design for Learning. (2014). What is UDL?
Retrieved on March 1, 2015 from http://www.udlcenter.org/
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Murphy, E. (1997). Characteristics of Constructivist Learning & Teaching.

Retrieved on March 1, 2015, from http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
Jegede, O. J. (1995). Collateral learning and eco-cultural paradigm in science and mathematics in
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http://udlonline.cast.org/page/module1/l130/
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teaching. Retrieved on February 2, 2015, from http://www.ouhk.edu.hk/~rcwww/misc/jegede.htm
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