Integrating UDL – Making Learning Work for Everyone

One of the best things about working in education is that, as teachers, we never really stop learning. At aLphabet we kickstarted the new academic year with a timely reminder of this by engaging in a workshop on Universal Design for Learning (UDL) facilitated by Dianne Blackburn, education consultant & UDL expert. We came together across programmes and departments to think more thoughtfully about how we design our lessons, our assessments, and even our classrooms. We reflected on our current practices and charted a course for future improvements with the vision to reach every child.

At its core, UDL presents a way out of the one-size-fits-all model of teaching to promote learning experiences designed to offer multiple ways of engagement, representation, and action & expression. The idea is not to lower the bar, but to make sure all students have access in the first place.

The workshop created space for introspection and reflection. We engaged with thought-provoking questions like:

• How can we present content in ways that cater to all types of learners?
• Where in our lessons can we create space for learner voice, choice and agency?
• What are the barriers that challenge us, and how can we design for them?

At first, the idea of aligning our practices with the UDL framework felt like a daunting task. With each passing session, however, we realised that many of us were already differentiating for our learners. This meant that adopting UDL didn’t have to mean starting from square one. It simply meant taking a more intentional approach to the process. The model requires flexibility from the start rather than making accommodations later. Across programmes, we came together to discuss real examples of how small changes in instruction or task design can make a big difference in accessibility and inclusion.

A shared recognition began to dawn on us – that UDL is not something “extra” to do, rather it is a way of teaching that champions student agency at all levels.

How are we implementing UDL?

Here are a few teacher experiences across programmes sharing how UDL is starting to take shape in their classrooms:

In the PYP: Migration with integration!

Our PYP learners engaged with a variety of resources to understand the causes of migration and its many impacts. The different modes of representation included case studies, personal stories, videos, and performances. This helped grab the attention of the whole class and the varied learning preferences of the learners. Through guiding questions and a mix of collaborative and independent tasks, students were provided with multiple means of engagement. Choice in scaffolding was provided in the form of sentence starters, word banks, and peer or teacher guidance to make the content more accessible. The learners chose between visuals, writing, or oral sharing to demonstrate their understanding, allowing for flexible and inclusive expression.

In the MYP: Quite the reaction!>

Our MYP learners used multiple means of engagement to explore the reactivity of metals in their Chemistry class. They included virtual gallery walks and thinking routines like “generate, connect, and elaborate.” The varied representations of content made learning hands-on and fun. To show their understanding, students organised metals based on reactivity. They were encouraged to inquire into displacement reactions, incorporating action and expression in their learning.

In the DP:You think abstract chemistry concepts, we think role play!

Noticing that there are learners with diverse learning styles in her classroom, one of our DP educators, Ms. Savitha, designed a role-play activity around nuclear charge and shielding to increase engagement. The teacher played the nucleus, and students took the form of electron shells. This helped them physically demonstrate how inner shells reduce the attraction between the nucleus and outer electrons. An abstract concept such as this is made accessible to all learners through movement and analogy. The teacher reported that the kinesthetic and visual learners in particular were able to engage more freely with the complex concept. The students were also provided with opportunities for expression through discussion and reflection on what they had learnt, thus making it more inclusive and meaningful for them.

As teachers, we want all our students to feel acknowledged, supported, and adequately challenged. UDL has given us a practical, values-driven framework to make that possible. The workshop was the first step of a long journey that we are excited to embark on.

“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.”

Alexander den Heijer - Trainer, Consultant, Inspirational Speaker