Four interrelated components comprise a UDL curriculum:
are often described as learning
expectations. Whereas traditional curricula focus on content or performance
goals, a UDL curriculum focuses on developing “expert learners.” This
sets higher expectations, reachable by every learner.
are generally defined as the instructional decisions, approaches, procedures,
or routines that expert teachers use to accelerate or enhance learning.
UDL curricula facilitate differentiation of methods,
based on learner variability in the context of the task, learner’s
social/emotional resources, and the classroom climate.
usually seen as the media used to present learning content and what the learner
uses to demonstrate knowledge. Within the UDL framework, the hallmark of
materials is their variability and flexibility. For conveying conceptual
knowledge, UDL materials offer multiple media and embedded, just-in-time
supports such as hyperlinked glossaries, background information, and on-screen
coaching. For strategic learning and expression of knowledge, UDL materials
offer tools and supports needed to access, analyze, organize, synthesize, and
demonstrate understanding in varied ways. For engaging with learning, UDL
materials offer alternative pathways to success including choice of content
where appropriate, varied levels of support and challenge, and options for
recruiting and sustaining interest and motivation.
is described as the process of gathering information about a learner’s
performance using a variety of methods and materials to determine learners’
knowledge, skills, and motivation for making informed educational decisions.
By broadening means to accommodate learner
variability, and the provision of supports and scaffolds for construct
irrelevant items, UDL assessments reduce or remove barriers to accurate
measurement of learner knowledge, skills, and engagement