I have been exploring pedagogical methods that align with my teaching practice. Universal Design for Learning (UDL), explained in Universal Design for Learning in the Classroom: Practical Applications by Glass, Mayer, and Rose (2012), resonated strongly. UDL promotes flexible teaching strategies to accommodate diverse learning needs, ensuring that all students have equal opportunities to succeed, and to be able to participate in class. The framework is structured around three key principles:
- multiple means of engagement (fostering motivation and participation),
- multiple means of representation (ensuring accessibility of information), and
- multiple means of action and expression (supporting varied ways of understanding).
Glass, Mayer, and Rose (2012, p.103) state. ‘The UDL provides a systematic way to review and evaluate curriculum design for accessibility and flexibility.’ This structured approach is relevant to my teaching because I aim to create an inclusive learning environment within my workshops and supervised studio sessions.
The students have a range of diverse learning needs, and I want to ensure that they can all actively participate in workshops, through flexible communication and engagement methods. Instead of providing accommodations only for students with learning differences, I ensure that the additional learning materials are available to all. This approach prevents students from feeling ‘singled out’ while ensuring that everyone benefits. ‘’What is critical is not to make education more accessible to students with disabilities, as has often been argued, but to ensure that UDL options and alternatives are exercised broadly across the whole range of students.’’ Glass, Mayer, and Rose (2012, p.117)
The additional learning materials (Handouts with drawings, Panopto videos) are sent the week before the workshop along with instructions for what we will be doing in class. This helps to ensure that all students know what to expect from our time together. During class, I ensure that every student has one on one time with me, and an opportunity to ask questions directly, instead of across the classroom, which some students can find uncomfortable or anxiety inducing. I can also demonstrate what we are currently working on in a way unique to that students’ needs at that time.
An inclusive environment also means fostering meaningful relationships with students to understand their needs. I engage with students on a personal level, so can adapt my teaching strategies in ‘real time’. Students are met where they may be on that day, and I work to ensure that they are able to participate to whatever degree that might be. ‘To be effective in a more inclusive, more demanding teaching environment, arts educators will have to be more responsive to individual differences by recognizing the variation in difficulties that their students will have and addressing them in productive ways’’ Glass, Mayer, Rose (2012, p.104) This adaptability ensures that students remain engaged and empowered in their learning.
Implementing UDL can be difficult – some students may not engage and need further scaffolding, adaptive language, or a different method. I am going to create an anonymous survey, asking for feedback regarding the workshops. Students can confidently express how they found the workshop anonymously, allowing me to reflect, address feedback, and continue to be flexible in my approach to teaching. This aligns with UDL’s focus on multiple means of representation.
References
Glass, D. Meyer, A. and Rose, D. (2012) Universal design for learning in the classroom: practical applications. New York: Guilford Press.