Tiarah Umu

UDL Worksheet

National University
 Abstract

The Universal Design of Learning is designed to help educators make the most of teaching

and learning for all students based on the scientific approaches for how people learn. The different

regions of the brain are responsible for controlling different actions that pertain to learning.

Learning and teaching can be executed effectively in different ways. UDL outlines three main

principles: multiple means of representation, multiple means of action and expression and multiple

means of engagement. Providing for a diverse education population is the goal. Stimulating

interest, allowing students to express their knowledge in different ways and presenting information

in different ways are all part of UDL. Implementation of this in the classroom can benefit all

students.
1. Examine the diagram below. Study the functions of the various parts of the brain.

Regions of the Brain

2. Examine the diagram below. Study the areas of the brain related to the “Why”,
“What”, and “How” of learning.

Continue by reviewing the material about the parts of the brain at

http://www.hopkinsmedicine.org/healthlibrary/conditions/nervous_system_disor
ders/anatomy_of_the_brain_85,P00773/ .
3. The second diagram comes from the CAST website. Study the diagram. Think about
how the 3 principles of Universal Design for Learning are related to activation of each
of the 3 areas of the brain identified in the diagram. The 3 principles are:
a. Multiple Means of Representation
b. Multiple Means of Action and Expression, and
c. Multiple Means of Engagement.

4. Explain how the definitions of the regions of the brain in the first diagram relate to the
3 regions of the brain in the second. (Maximum 100 words)
The definitions of the regions of the brain in the first diagram correlate to the three
regions in the second diagram. The “why” of learning refers to being engaged and
staying motivated. The temporal lobe controls feelings, learning and behavior, which
all are responsible for a student’s stimulation of interest and motivation for learning.
The “occipital lobe is responsible for sight, the parietal lobe controls language and
touch and the temporal lobe controls hearing and learning. The “what’ of learning
pertains to the different ways to present information, which correlate to hearing,
seeing and reading the material. The “how” of learning deals with how to plan and
perform tasks, express ideas as well as differentiate the ways knowledge can be
expressed. The front lobe controls thinking, memory and behavior, which relate to
these tasks.

5. Given the information in the two diagrams above, explain the 3 Principles of Universal
Design (Multiple means of Representation, Multiple Means of Action and Expression
and Multiple Means of Engagement) in terms of how they relate to brain function.
(Maximum 300 words)
Means of representation (the way information is presented) relates to brain function when
looking at the functions of the regions of the brain. Occipital (sight) allows us to see the
information. Frontal (thinking) allows us to think about the information. Temporal
(learning) allows us to learn and understand the information that is presented. Means of
action and expression (participation/demonstration of knowledge and skills) relates to
brain function. Frontal (behavior) allows us to perform such behaviors to demonstrate
and participate. Parietal (language) allows us to communicate using language. Temporal
(expression) allows us to express the knowledge and skills we have. Means of
engagement (how students are engaged and motivated) is related to temporal (feelings,
expression) because it allows us to feel things like motivation and drive us to remain
engaged in the information being presented to us.

6. How does this help you understand the 3 principles of UDL)? Given this information,
how you might structure each principle in the classroom? (Maximum 400 words)
 This helps break it down to pay more attention to the physiological aspects that play a role in
learning. In regard to the “what” of learning, it offers a selection of ways to present
information. Using graphics and other visual aids and giving explanations in many different
ways is important. I might structure the means of representation principle in the classroom
by providing different types of visual aids with colors that attract the human eye. For
example, I might create an example of a colorful pie chart to help students understand
percentages and relate them to real-life relatable examples like pizza or pie. The “how” of
learning, which is the means of action and expression, provides alternative ways for students
to sort through information as well as different ways to express knowledge. I might structure
this principle in the classroom by having different colored blocks to explain how to count by
ones, tens, fives and hundreds. With these blocks, I might have give students a problem and
they would have to gather the correct amount of blocks to exemplify the number correctly.
The means of engagement is the “why” of learning. This principle deals with the different
ways to peak the interest of students with the same goal in mind. I might structure this
principle in the class by giving the students freedom in how they choose to complete certain
assignments. Keeping things interesting and relevant will keep the students engaged and
motivated to stay on top of the work in class. Mixing up the routine is something I would do
to apply this principle as well. Doing the same thing every day can get boring and students
start to lose interest.

7. Extend your thinking. Recall what you have learned about the similarities and
differences among children from ITL404 or ITL604. Explain 2 ways UDL can be an
effective means for addressing the learning needs of both typical and atypical students.
(Maximum 200 words)
When addressing the learning needs of ALL students, UDL can be effective because it
provides guidelines for teachers to use to help students achieve academic success. UDL
presents suggestions on how to provide access to an individual student’s need for convincing
them that the material is relevant and valuable. A student knowing the information is useful
can help them stay motivated to be actively engaged. Another way UDL can be effective for
all students, especially atypical students, is the different suggestions it presents to effectively
present information to students. For example, UDL provides ideas for other ways a teacher
could teach a lesson and present information by using more visuals, being more creative with
the composition of visual aids, and being open-minded about other types of visuals there are
to use, not just power point presentations.

8. How easy or difficult do you think it will be to effectively implement the principles of
UDL in your own classroom? Why do you think so; provide rationales? (Maximum
150 words)
I think implementing UDL in my own classroom is going to be fairly easy for myself. I
believe it will be easy because it will keep the lessons that I have to teach more appealing and
interesting. Like the students, I feel like teaching takes just as much motivation from the
teachers because it can become very repetitive. Keeping it interesting for the student and the
teacher by utilizing UDL can help reduce the chances of becoming uninterested in the
subject. Also, if UDL is being used and there is progress being shown by students, as a
teacher you know that you are doing your job by helping the students be academically
successful.