My Reflection on UDL

     Over the course of Module 1, I have learned a lot about what specific components need to be implemented in a UDL lesson. Some principles I have already implemented in daily lessons. It has also brought to my attention how much more I could do to meet the needs of ALL students in the classroom. 
     
     Without ever being exposed to the UDL principles, I have strengths in certain categories. Within the Multiple Means of Representation, I generally always try to provide multiple ways of perception. 1.1 (offer ways of customizing the display of information) and 1.3 (offer alternatives for visual information) are two checkpoints I've implemented in previous lessons. Another checkpoint that is always enforced during guided reading lessons is 3.1 (activate or supply background knowledge). Prior to every book read during guided reading, background knowledge of the selected text is provided. I also always try to relate the text information to students lives. 

     There are certainly areas that I can improve on, specifically with means for action and expression. As an educator for elementary school kids, this is an important component to provide students. All students are motivated differently. As stated in the second principle Multiple Means of Action and Expression, "learners differ in the ways that they can navigate a learning environment and express what they know" (http://www.udlcenter.org/aboutudl/udlguidelines/principle2, 2014). Instead of providing one generic assignment for the entire class, it would be beneficial to provide different methods of response and navigation (UDL principle 4.1). The use of technology would be a perfect option, as that generally motivates students to complete work. 

     The biggest challenge with providing multiple ways of response and navigation in an elementary setting is it could potentially take up a good chunk of time during the day, depending on the assignment. Projects like this might even roll into multiple days. With the new common core standards, teachers are finding more rigorous instruction needs to be taught in a short amount of time. 

Check out the links below to learn more about each checkpoint of UDL:
Multiple Means of Representation
Multiple Means for Action and Expression
Multiple Means for Engagement