Parents & Carers

Universal Design for Learning and Student Motivation

Covid -19 has brought a sudden change in the educational system with a switch to online learning. As an educator, I believe that a transition from face-to-face teaching and learning to virtual education using zoom and other high-tech platforms has put an onerous pressure on students and teachers alike. All students faced a period of change and uncertainty; In contrast, some students did thrive through intrinsic motivation; others struggled with motivation because of what they perceived as extrinsic motivation in the form of direction and expectation from the teacher. Like other reflective practitioners, I also searched for innovative sustainable strategies that can be delivered via zoom to develop and maintain student interest and motivation. I strongly agree with Hattie’s (2017) view that teaching is not limited to providing innovative methodologies but exploring the most appropriate pedagogy that may foster student growth and motivation. 

Universal Design for Learning (UDL) framework is one such evidence-based pedagogy that provides students with sufficient alternatives to meet the challenge of individual differences and empower them with the independence they need to develop motivation. In addition, UDL delivers a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone — not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs (AITSL, 2020; Rose and Meyer, 2002). 

Three Core Principles that guide UDL remove barriers from the curriculum and promote independence among students. The first principle, multiple means of representation provide students with autonomy to choose the best learning methods suited to their needs, for example, a digital book, a short video clip pertinent to the story being read in the class, and a hard copy for some students to read. 

The second principle, multiple means of action and expression. For example, allowing students to demonstrate their knowledge in various ways. This could mean some students using high-tech sources such as developing digital collages to illustrate the concept accompanied by explaining the information while others do role-play or even drawing a mind map to demonstrate their knowledge. 

The third principle, multiple means of engagement, taps into students' interests and is challenging to implement. The students work closely with teachers to develop project-based learning based on their interests. Instead of planning instruction to fit within a set amount of time, lessons can be structured as a series of instructional activities. The time that activities take will vary depending on the learner’s needs and skills. This approach offers challenges to students and increase motivation.

The three principles of UDL empower students to take control of their learning, become expert learners, and achieve positive outcomes and develop intrinsic motivation. Online learning environments that require the use of digital tools as a means for delivery and instruction present many opportunities for incorporating and applying UDL. By explicitly integrating UDL into lesson designing, all students including those who experience challenges while learning can be supported in online learning (Department of Education, NSW, 2020; Rose & Meyer, 2002). 

Harsharan Thethi

Special Education Teacher L.E.A.P.