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ACTION & EXPRESSION: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick Notes Developed by Amanda Nichols Hess, Christina Moore, and Judy Ableser, CETL, Oakland University. Page 1 of 2 Universal Design for Learning (or UDL) is a way to “improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2015). UDL considers the why, what and how of students’ learning. One way to integrate universal design principles into your classroom is to provide learners with multiple means of ACTION & EXPRESSION. This particular approach focuses on offering learners diverse ways to express their understanding and skill development as a result of course experiences. By providing a number of ways for learners to demonstrate their new knowledge, you can help them to more fully attain course outcomes. 1. Create materials that allow learners to interact with the content at their own paces (e.g. rewind, fast forward, pause). • Use video content through OU Libraries, other educational repositories, or freely available online that students can control playback speed. • Supplement any video content with text content (e.g. transcript, captions). • Include section breaks during long breaks, or indicate stopping points if students need a break. Multiple means of action and expression can help different groups of learners in different ways without watering down learning outcomes. Not every strategy will work in every classroom, or for every subject area—find the ones that you are comfortable with and that work for your discipline and learners. TEACHING STRATEGIES 2. Build opportunities for learners to communicate their knowledge in a variety of formats where appropriate and relevant. • Create tasks that can be done in writing or through presentation (e.g. in-class/online presentations). • Supplement writing assignments with presentation-based tasks where students can demonstrate learning through speaking. • Allow students to pre-record presentations so they can refine their work. 3. Provide learners with many examples of ways to solve problems or address issues with real-life and academic examples. • Begin or end class sessions with instances of disciplinary knowledge being used to solve real issues. • Pose problems to student and ask them to identify innovative ways others have solved them. • Share how you apply your disciplinary knowledge in authentic situations, or ask students to write or speak about their experiences with course content outside of the classroom. 4. Give feedback in different formats. • Use free screen capture tools like Jing (techsmith.com/jing) or Screencast-o-matic (screencast-o- matic.com) for screen- and audio-recorded feedback. • Use free tools, like Audacity (audacity.sourceforge.net), to give audio feedback. • Offer synchronous sessions through WebEx in Moodle to meet with students to discuss progress. 5. Provide graphic organizers or templates that learners can use to organize course content and information. • Use templates provided through free websites (studenthandouts.com/graphic-organizers/) to build graphic organizers for students to use as they work toward course outcomes. • Share anonymized student work (with permission) to illustrate task / course outcomes. • Scaffold student tasks at course outset and gradually remove this support as the course progresses.

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Page 1: ACTION & EXPRESSION: Universal Design for Learning Principle · ACTION & EXPRESSION: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick

ACTION&EXPRESSION:UniversalDesignforLearningPrinciple

TheCenterforExcellenceinTeachingandLearningQuickNotes

DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page1of2

UniversalDesignforLearning(orUDL)isawayto“improveandoptimizeteachingandlearningforallpeoplebasedonscientificinsightsintohowhumanslearn”(CAST,2015).UDLconsidersthewhy,whatandhowofstudents’learning.

OnewaytointegrateuniversaldesignprinciplesintoyourclassroomistoprovidelearnerswithmultiplemeansofACTION&EXPRESSION.Thisparticularapproachfocusesonofferinglearnersdiversewaystoexpresstheirunderstandingandskilldevelopmentasaresultofcourseexperiences.Byprovidinganumberofwaysforlearnerstodemonstratetheirnewknowledge,youcanhelpthemtomorefullyattaincourseoutcomes.

1.Creatematerialsthatallowlearnerstointeractwiththecontentattheirownpaces(e.g.rewind,fastforward,pause).

• UsevideocontentthroughOULibraries,othereducationalrepositories,orfreelyavailableonlinethatstudentscancontrolplaybackspeed.

• Supplementanyvideocontentwithtextcontent(e.g.transcript,captions).• Includesectionbreaksduringlongbreaks,orindicatestoppingpointsifstudentsneedabreak.

Multiplemeansofactionandexpressioncanhelpdifferentgroupsoflearnersindifferentwayswithoutwateringdownlearningoutcomes.Noteverystrategywillworkineveryclassroom,orforeverysubjectarea—findtheonesthatyouarecomfortablewithandthatworkforyourdisciplineandlearners.

TEACHINGSTRATEGIES

2.Buildopportunitiesforlearnerstocommunicatetheirknowledgeinavarietyofformatswhereappropriateandrelevant.

• Createtasksthatcanbedoneinwritingorthroughpresentation(e.g.in-class/onlinepresentations).• Supplementwritingassignmentswithpresentation-basedtaskswherestudentscandemonstrate

learningthroughspeaking.• Allowstudentstopre-recordpresentationssotheycanrefinetheirwork.

3.Providelearnerswithmanyexamplesofwaystosolveproblemsoraddressissueswithreal-lifeandacademicexamples.

• Beginorendclasssessionswithinstancesofdisciplinaryknowledgebeingusedtosolverealissues.• Poseproblemstostudentandaskthemtoidentifyinnovativewaysothershavesolvedthem.• Sharehowyouapplyyourdisciplinaryknowledgeinauthenticsituations,oraskstudentstowriteor

speakabouttheirexperienceswithcoursecontentoutside oftheclassroom.

4.Givefeedbackindifferentformats.

• UsefreescreencapturetoolslikeJing(techsmith.com/jing)orScreencast-o-matic (screencast-o-matic.com)forscreen- andaudio-recordedfeedback.

• Usefreetools,likeAudacity(audacity.sourceforge.net),togiveaudiofeedback.• OffersynchronoussessionsthroughWebExinMoodletomeetwithstudentstodiscussprogress.

5.Providegraphicorganizersortemplatesthatlearnerscanusetoorganizecoursecontentandinformation.

• Usetemplatesprovidedthroughfreewebsites(studenthandouts.com/graphic-organizers/)tobuildgraphicorganizersforstudentstouseastheyworktowardcourseoutcomes.

• Shareanonymizedstudentwork(withpermission)toillustratetask/courseoutcomes.• Scaffoldstudenttasksatcourseoutsetandgraduallyremovethissupportasthecourseprogresses.

Page 2: ACTION & EXPRESSION: Universal Design for Learning Principle · ACTION & EXPRESSION: Universal Design for Learning Principle The Center for Excellence in Teaching and Learning Quick

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1.Useonlinediscussiontools. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

2. Havestudentscreatemindmapstostructureunderstanding. ✓ ✓ ✓ ✓ ✓

3.Givetime/effort/difficultyestimates. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

4.Reiterateobjectivesandoutcomesandconnectactivitiestotheselearninggoals. ✓ ✓ ✓ ✓ ✓ ✓

5.Promptstudentsto"stopandthink"or"showandexplain." ✓ ✓ ✓ ✓ ✓

6.Usetechnologythatiscompatiblewithscreenreaders. ✓ ✓ ✓ ✓ ✓ ✓

7.Sharealternativekeyboardoptions. ✓ ✓ ✓ ✓

8.Allow studentstousetechnologytools(text-to-speechsoftware,translationtools). ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

OtherUDLpracticesthatareespeciallyhelpfultolearnergroupsoftenchallengedbytraditionalclassroomstyles.

6.Posequestionstolearnersthataskthemtoreflectandself-monitorprogress.

• Askstudentstoreflectontheirlearningattheendofeachclass(e.g.exitslip,feedbackform).• Atkeypoints,promptstudentstoconsiderhowthey’vemetthecourseoutcomes.• Createataskthatasksstudentstoregularlyreflectontheirlearning,suchasareflectionjournal.

7.Sharechecklistsandguidesfornote-takingwithlearners.

• Providelectureoutlinesinadvanceoforafterclasssessionssostudentscanreviewcontent.• Buildnote-takingabilitiesbyprovidingstudentswithprogressivelyless-structurednoteguides.• Sharenote-takingmethods,suchasCornellNotesforeffectivenote-taking

(coe.jmu.edu/learningtoolbox/cornellnotes.html).

DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page2of2

TheCenterforExcellenceinTeachingandLearningQuickNotes

8.Assessstudentworkusingchecklistsandscoringrubrics,andshareexamplesofannotatedstudentworkwithlearners.

• Createscoringrubricsthatstudentscanusetoworktowardcourseoutcomes.• Aligncourseoutcomeswithallcategoriesontaskrubricsorchecklists.• Offeranonymousexamplesofpaststudents’work(withpermission),andhighlightsuccessfulwork

towardcourseoutcomes.

FromtheNationalCenteronUDL,2014

Broaderprinciplesfrom:NationalCenteronUniversalDesign.(2014).Principle2:Providemultiplemeansofactionandexpression.Retrievedfromhttp://www.udlcenter.org/aboutudl/udlguidelines/principle2


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