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WorksheetsUDL Self Assessment
Total questions: 15
Worksheet time: 8mins
UDL stands for:
Universal Development of Learning
Universal Development of Leaders
Understanding Developmental Learning
Universal Design for Learning
UDL is:
A tool available from CAST to help create lessons for struggling readers
A checklist for designing lessons and materials that meet the needs of students with disabilities
A flexible framework that guides the creation of goal, methods, materials and assessments to address learner variability
A national standard for curriculum materials that schools need to follow
The three brain networks are:
Cognitive, Metacognitive, Emotive
Affective, Recognition, Strategic
Primal, Hippocampus, Limbic
Semantic, Memory, Executive Functions
The term “learner variability” is defined as:
The emotional states of learners during different times of the day
The dynamic and evolving combination of strengths, needs and preferences of each learner
The distinct, categorical groups learners belong to based on ability
The diverse cultural backgrounds of learners and their families
According to UDL, disability is:
A label assigned on the basis of a leaner's score on a mental test
A personal limitation of the learner that requires remediation
A fluid state resulting from the interaction of a learner and the environment
A personal characteristic that resides in the learner
The overarching/ultimate goal of the principle engagement is to ensure learners:
Are excited by the lessons being taught
Will work hard to complete tasks assigned to them
Are able to self-regulate their emotions and motivation for learning
Will sustain their effort and persistence through teacher support
The overarching/ultimate goal of the principle engagement is to ensure learners:
Are excited by the lessons being taught
Will work hard to complete tasks assigned to them
Are able to self-regulate their emotions and motivation for learning
Will sustain their effort and persistence through teacher support
Which one is not one of the UDL assumptions and beliefs?
Disability is at the intersection where the individual interacts with the environment or context
Variability is the norm. If we design for the average we design for no-one
Finding solutions for each individual learner is essential for academic, social and emotional growth
It is essential to remove barriers to learning through both design, and the inclusion of technology while maintaining high expectations for all learners.
According to UDL, when it comes to instructional goals it is most important to:
Set a lower goal to ensure every learner is successful
Ensure they align with state standards
Separate the goals from the means of achieving them
Make sure goals follow the same language in the standards
The UDL guidelines are intended to be used as a:
Series of principles and checkpoints to check off as they are implemented
3 principles and 9 guidelines that teachers move systematically through to ensure each aspect of UDL is addressed
A flexible framework to guide the transition from externally motivated, teacher- driven instruction to intrinsically motivated, student-driven learning
A tool for evaluating the lesson once it has been taught
The ultimate goal of UDL is to create:
Energetic Learners who are Hard-working
Expert Learners who are Goal Directed
Empathetic Learners who are Kind
Extrovert Learners who are Eloquent
UDL asks us to ensure that assessment is:
Summative only, ensuring students have all the skills they need before they are assessed
Eliminated so that students can develop a growth vs. fixed mindset
Designed so that students can demonstrate their learning in multiple ways
In the form of tests and quizzes so technology can be used to support those who struggle
Ultimately, “Voice and Choice” means students:
Are given more and more responsibility for the planning, choice, direction and demonstration and advocacy of their learning
Are given options and choice from a variety of teacher determined resources and materials
Are required to use technology to express what they know
Are able to choose the method for sharing their final projects
Why is self-regulation an important goal in UDL?
Students need to develop self-control so classroom activities, periods of transition and instruction can proceed without disruption to the teacher or other learners
Students need to learn to apply teacher designed rewards and positive reinforcement to help them complete school tasks including the ability to remain seated, avoid emotional outbursts, and work with others
Students need to develop self-awareness so they can work collaboratively with others, show respect for others and treat others kindly
Students need to learn to strategically monitor their levels of engagement and emotional states to effectively manage interactions and challenges within the learning environment
Students understanding of and development of their internal thought processes are key to full UDL implementation. These thought processes include:
Rewards, punishment and reinforcement
Self-regulation, metacognition and self monitoring
External reactions, internal states and extrinsic motivation
Hypothesis, antithesis, synthesis
