Universal Design for Learning: Representation, Engagement, and Participation at the STEAM

Center in Algeria
1 - How would you describe UDL and what specific components of it is being integrated in to
the teacher training? Can you provide examples of how UDL is incorporated into teacher
training modules?
Universal Design for Learning (UDL) is a lens that instructors use to plan for learner variability.
This framework is based on the neuroscience of learning that creates one classroom for all
learners by providing multiple opportunities in three main axes: receiving information
(representation), building interest in learning (engagement), and demonstrating knowledge and
skills (participation). Teachers-in-training learn to design activities in each of the three areas that
accommodate for learning differences in a diverse student body, assuring a high-impact lesson
for all learners.
The Algiers STEAM Center Teacher Training modules were designed to incorporate UDL as a core
framework to demonstrate the methodology in action while developing a new understanding of
inclusive educational strategies.
Teachers experienced UDL directly as it formed the framework for their own instruction as well
as the lessons they were required to develop during their coursework: peer-led microteaching
presentations, lesson-plan development, and peer-feedback assignments.
Teachers needed to demonstrate competency in the following areas:
-

Building interest of the learners [Engagement]

Offering options for perception and physical action per learning styles: Visual, Auditory,
Kinesthetic, and Tactile [Representation, Participation, Engagement]
Sustaining student effort and strengthening working memory [Engagement]
Offering options to build understanding [Representation, Participation]
Construct deep understanding and stimulate long-term memory [Engagement,
Participation]
Offer options for expression and communication [Participation, Engagement]
Promote self-directed learning [Engagement, Participation]

Example 01 Teacher presentation

Khalil Benkhoris is an English language graduate, and a primary school educator for various
subjects. Khalil has learned a multitude of teaching methods but was unfamiliar with UDL until
he joined the STEAM teacher training sessions. In his lesson plans and during his microteaching
presentations, Khalil took his previous teaching skills and adopted UDL principles to infuse them
into his lesson designs. Khalil is skilled at building engagement in his lessons. He often starts his
lesson with a provocative discussion to build his learners interest, then moves on to a KWL
exercise (what do you Know, what do you Want to know, and later, what did you Learn?) to

activate background knowledge. To build participation options, he has pause-and-reflect events

during the session to allow his learners a chance to act on the new information, encourage the
content to move from short-term memory to working memory and then to long-term memory.
Khalil likes to use visuals and videos to engage his students and increase retention of the oral
information. In representation, Khalil is careful that any written text isnt cluttered and colors are
easily seen. He also allows his students discussion time in small or large groups in the form of
peer-to-peer Think-Pair-Share interactions. Khalil has had success facilitating math operations
by using chant and dance calculating activities where he caters for auditory, kinesthetic, visual
and tactile learners. At the end of the class, Khalils students can present their learning using
flipcharts, skits, computers when available (and even robots at the STEAM Center), interacting in
a gallery walk format.
2 - What is your methodology for tracking UDL's impact? How exactly has it improved teacher's
lesson planning, and thereby student learning?
Tracking the impact of UDL operates at three levels: feedback on microteaching lessons during
training, lesson-plan evaluation, and observation in live interactions with students. The key
indicator of a high level of UDL proficiency is student engagement throughout the lesson
meaning: 1) how many learners are engaged in any one learning activity and 2) how many
learning activities engage all learners over the course of the lesson. Progress can be tracked via
% of students engaged across a lesson, and also a qualitative observation of types of learners
successfully engaged.
Teachers recently completed their coursework in October, and observation of the application of
UDL in classroom activities is currently underway. To receive their certification, teachers must
co-teach 2-4 student workshops at the STEAM Center, under observation of STEAM Center staff.
A key point for teacher candidates is that professional development as teachers is not their
attendance at the workshops and certification after completion of assignments, but a continual
process of growth. Teachers from the first cohort are already demonstrating continuous
application of UDL lesson planning design via collaborative lesson planning on the online platform
developed for the course and mutual reflection in a format of peer-feedback requests. This
collaboration approach is more likely to enhance learning for teachers and to evaluate progress
and of the model to adapt delivery for future cohorts.
3 - How would you describe UDL's capacity for contributing to the learning of all identity
groups (persons with disabilities, racial identities, religious identities, etc.)?
The UDL framework creates flexibility in the curriculum development process, designing
opportunities for everyone via approaches that can be adjusted to scaffold learning. Students of
different identity groups viewed with the lens of UDL are students who demonstrate a unique
set of strengths, skills, desires, interests, readiness level, and learner profile, which includes
culture, gender, and environment preferences that all make a class no longer homogeneous. The
UDL framework comes in handy as the tool to equip teachers with appropriate strategies to

provide more accessibility and support for students with specific needs, and this at a very basic
level. At a more inclusive level, the framework guides the teachers to develop effective lesson
designs that address the instructional needs of all their students with the interaction needed in
each learning environment.
4 - Are you using this conceptual framework for UDL (CAST Framework) ?
The training approach we use in the STEAM Center is a direct adaptation of the CAST Centers
conceptual framework. Leah Bitat and Mohamed Abdelaziz refined the approach with
terminology that resonates with the Algerian teacher experience, keeping the core of the
framework intact. UDL is a strengths-based approach, pushing teachers to find each students
entry point for learning, which is very unusual in typical Algerian classrooms where one-size-fits
all is not only the norm, but is embraced by many in the field. The knowledge that UDL-designed
lessons represent a significant departure from current practices formed the basis for teacher
selection into the pilot training cohorts as motivation to learn and apply new skills were the key
characteristics we sought in our first group. We determined that we need to create a core group
of motivated and successful teachers to successfully introduce the framework in Algeria, as
previous experience working with teachers who were unwilling to embrace differences in their
classrooms resulted in frustration for all involved.
Additional materials:
Example 2 Lesson plan developed during teacher training on solving problems featuring
Fibonacci Sequence presentation by Chahinez and Bouchra.
Example 3 Lesson plan for STEAM club in El-Oued developed for the Computer Science
Education Week, December 2016 by Bachir Tahraoui (not reviewed)

STEAM Teacher Training [TDWs-C01]

Teacher Development Workshops
In-training Lesson Plan - Fibonacci Sequence
Time: 25 minutes
Date: 7/16/2016
Group members: Bouchra Bellal, Chahinez Benmedakhene.
Time

Procedure/Steps

VAKT

Material/Aids

UDL and Differentiation notes

25mn

Warm-up

Visual &
auditory

Projector, pictures,
board, computer,
cartoon,

Foster collaboration and

community.

0-5

5-12

Present

12-20

For a warm-up, ask your students about their hobbies, eg: what would like to do in your free time? (as a
general question)
Move to a specific question: Do you like drawing? Do you find it hard to draw?
Students will answer with yes or no.
Form groups of students. (three students per group) choose them according to the color of clothing that
students are wearing, eg: student A; student B and student C are wearing red so you get them into the
same group. Student D, student E, student F are wearing black so you gather them in the same group,
and so on.
Show a picture of a spiral galaxies and ask what they think (what do you see in the picture? Is it
beautiful? Did you recognize the shape?)
Students answer.
Show a video of hurricane (what do you think? Did you recognize its shape? Do you think we can draw
it? Do you think that math can make it easier to draw this shape?)
Students answer your question and discuss ideas.

Controlled Practice

Use the whiteboard, write a series of numbers (starting with 1,1).

Ask students to do the addition of the two numbers (1+1=2).
Ask another student to write the answer on the board next to the previous series of numbers (1,1,2).
Ask students to do the same addition, with the two last numbers (1+2=3).
Ask another student to write the answer on the board next to the previous series of numbers (1,1,2,3).
And it goes on, until we get the series of (1,1,2,3,5,8,13,21,34).
Ask the student to continue the addition until they get to (a certain number).

Free Practice

Ask students to do a similar exercise but more difficult this time so you can check if they have
understood the lesson.

Pictures, papers,
pencils

Use multiple media for

communication

Visual and
auditory

Kinesthetic.
Tactile:
learning by
writing.

Whiteboard, pen,
calculator.

-Offer alternatives for visual

information.

Vary demands and resources to

optimize challenge.

20-27

Produce
After the free practice, explain to your students how to draw the hurricane using the previous numbers:
The length of one side of each square should equal a number in the sequence, if we set it up that way: the
student will have a 1X1 square (using any unit of measurement, at any size, just be consistent) with a second
1X1 drawn next to it on the left side of the first, then down to put 2X2, and right for 3X3, then up for 5X5, and
then left to fit 8X8. Below all that, put 13X13 and so on, to as large a square as the paper can fit. Draw each of
these squares in a counterclockwise pattern. It will finally form a spiral as we draw a curve through the
squares.

Ask your students to draw now.

Help the students who need help by explaining briefly or helping them drawing their hurricane.
Give you student a homework (eg: draw the spiral galaxies using numbers).

Elements of Universal Design

Multiple Means of Representation
- Illustrate through multiple media.
- Visual information.
Multiple Means of Engagement
- Develop self-assessment and reaction.
- Foster collaboration and community.
Multiple Means of Expression
- Physical actions.
- Media for communication.
Materials
- Videos
- Pictures.
- Whiteboard.
Technology (Computer and/or Assistive) to Support Learning

Kinesthetic,
visual and
auditory

Papers, pen, ruler

- Offer alternatives for auditory
information.

- Computer.
- Projector.

Time

Three
options for
time
tracking
:00
:05
:12

0-5
5-12
12-20
20-27

(5)
(8)
(20)
(10)

Guideline to filling out the Lesson Plan

Procedures
Steps of the activities detailed
Write the stage of lesson: e.g. practice, skills, assessment, pre-experiment, whileexperiment, post-experiment.
Describe the steps of the activity being sure to describe what the Ss do in addition to
what the T does and says:
Things to consider
Are teacher and student roles/actions clear? What will each do?
How will you assign groups?
How will the activity be introduced/modeled?
How will you check understanding of tasks and of concepts of new knowledge?
What will you put on the board? vocab, formulas or process skeletons, pictures?
How will you assess whether the students have got it so you can move on?
How will you maximize interaction, cooperation and collaboration between students?
Other Considerations
Consider having extra activities to use if students need more presentation or practice, or
if they finish and can do
more?
Consider which activities you could cut if you are running out of time and still meet
your objective or an
adjusted/more limited objective.
Consider how much time it will really take to introduce homework and check that it is
understood. Make sure you plan for it.
Allow enough time for students to ask questions or to do activities slowly.

VAKT

Which
modalities
does the
activity
Involve?
Visual,
Auditory,
Kinesthetic,
Tactile?
Vary so that
students are
getting visual
support and
moving
around,
writing and
speaking.

Materials/Aids

Write the materials you will

need like
handout, strips of paper, a
ball, photos, etc.
Also write the equipment you
will need like a projector,
computer, tablet, whiteboard,
etc.

UDL and Differentiation

notes

Refer to the UDL

Guidelines and
checkpoints. Write all
checkpoints you included
in the lesson plan.

STEAM Club Activities

Hour of Code CSEduWeek#2016
Souf Academy, El-Oued
Time: 120 minutes
Date: 12/7/2016
Teachers: Bachir, Baha, Asma
Time
15 m

Procedure/Steps
Warm-up
Ask the students: Describe verbally or in writing what you know about coding/code
Elicit answers from Ss.
Show Ss the coding video from www.code.org
Ask Ss to write a code from their understanding of coding from promotional video
- Let the Ss apply their codes freely on each other.

10m

Present
Explain coding using more examples.
T shows again the video with the excerpt that explains coding concept and steps
T gives more examples in real life of coding and shows how we are using code in
everything we do every day.

10m

60 m

10 m

Controlled Practice
T asks Ss how to do the first step of the hour of code and apply it on the projector for
group view.
T starts with the Ss the first steps of the Hour of Code (2 first levels)
- T answers the Ss questions.
Free Practice
T divides the Ss to groups of 2-3 members by alphabet letters.
T gives clear instructions and CCQ students.
T announces that there will be Certificates for those who finish all levels of the HoC.
T states that groups are allowed to help each other if questions arise.
Each group chooses a delegate to announce and discuss their result and ways they did it
Produce
T asks Ss ; ''Describe what other applications you can use coding for?''
Ss who finish first work on individual or group free projects using level 12 of HoC
T asks about Ss feedback (What they learnt)

VAKT
VAKT

Material/Aids
Stickers,
Board, papers, pens.
Projector.

UDL and Differentiation notes

Activate & supply background
knowledge

VA

Projector, board,
stickers,

Clarify vocabulary and symbols

Use multiple media of
communication

KAVT
Laptops, projector

Vary the ways of response and

navigation

KA

Promote understanding across

language

Elements of Universal Design

Multiple Means of Representation
- Videos
- Papers
- Stickers
Multiple Means of Engagement
- Questions
- Explain/Elicit information/Everyday life examples
Multiple Means of Expression
- Videos
- Sticky notes
- Boards
- Game platforms
Materials
- Projector
- Paper
- Laptops
Technology (Computer and/or Assistive) to Support Learning
- Projector
- Laptops with audio and video tutorials

Figure 01 Recruit teachers interest by a warm-up riddle as a problem-solving situation

Figure 02 Teachers working in groups to identify lesson plan components according to UDL conceptual
framework

Figure 03 Teachers discussing Differentiation instruction framework as an introduction to variability

perspective planning

Figure 04 Teachers working space: UDL Guidelines Framework, Differentiation pyramid, Fibonacci lesson
planning materials and team interest list