UDL In Practice- The Texthelp Guide for the math class
The goal of this guide is to look at a common learning scenario, identify barriers in the learning environment and curriculum, and to demonstrate how the UDL Framework lends itself to designing their solutions up front. You can download a PDF of our guide to keep and refer back to.
The Scenario:
A group of 7th grade (UK Year 8) math students are going to solve equations using order of operations.
Learner Variability:
Just like all learners, these 7th grade math students are highly variable. Some of them love math. Some of them say they “just aren’t math kids.” Some of these 7th graders are English language learners, some are reading below grade level, some are highly motivated and high achieving, some experience issues with dexterity, and some face various common learning disabilities such as dyslexia, ADHD, and autism.
Creating a Clear, Flexible Learning Goal:
Learners will solve problems using order of operations. (Note, that by asking students to solve problems, we are making the goal flexible. Students can “solve” in a number of ways such as verbally, written mathematical expressions, placing pre-made strips with steps in order, through collaboration, etc.)
Barrier: A fixed mindset. “I’m just not a maths person.”
For some learners maths itself can feel like a threat. If a learner has traditionally struggled in maths, he or she may develop a low academic esteem about his or her maths abilities.
Solution:
Every learner has a different Zone of Proximal Development, so it’s important to provide problems with varying levels of challenge and allow students to choose which problems they are ready to tackle. Students will likely begin with problems they perceive to be easy. That’s okay! We want all learners to experience success, particularly those who feel they traditionally struggle or fail in maths. Success begets success. Don’t be afraid to nudge them along. A student’s level of engagement is directly connected to an appropriate level of challenge. Additionally, students may not feel that they are ready to complete work on their own, but may feel that working collaboratively provides just enough support to help them build confidence. Allow learners the choice to work alone or with a partner.
UDL Connection:
Multiple Means of Engagement (Providing Options for Recruiting Interest, Providing Options for Sustaining Effort & Persistence, Providing Options for Self Regulation)
Barrier: Learners may struggle to solve equations with multiple steps.
Solution:
Begin with problems that only require two operations, for instance addition and multiplication. Additionally, provide scaffolded problems for students who like or need them. For instance, a problem like the one below could be given to students with the first two lines already solved with students asked to complete the final two steps.
UDL Connection:
Multiple Means of Engagement (Options for Recruiting Interest and Options for Sustaining Effort & Persistence; Multiple Means of Representation (Providing Options for Perception, Providing Options for Language & Symbols, and Providing Options for Comprehension); Multiple Means of Action & Expression (Providing Options for Physical Action)
Barrier: Learners may be unfamiliar with the academic language.
Solution:
Pre-teach academic language by using universally designed vocabulary lists, such as those easily created with Read&Write’s vocabulary tool. Build (or link) vocabulary lists right into assignments and include them in a word wall in your physical classroom environment. Additionally, remind students of PEMDAS / BODMAS, the order of operations acronym that helps them easily recall order of operations steps. Embed it into assignments for easy reference and model using these steps in PEMDAS / BODMAS yourself and post videos for students to easily reference.
UDL Connection:
Multiple Means of Representation (Providing Options for Language & Symbols)
Barrier: Learners may find the problems to be too difficult.
Solution:
Since you’ve provided problems with varying levels of challenge, allow students to decide which ones they will complete and which ones they want you to assess for feedback. For instance, if I give students 7 problems, maybe they have to complete 5 and note which 4 they’d like feedback on. Tools like Equatio give students the option to speak maths, handwrite maths, use digital manipulatives, access to the Desmos scientific calculator, and read aloud features using the Screenshot Reader.
UDL Connection:
Multiple Means of Action & Expression (Providing Options for Expression & Communication and Providing Options for Executive Functions)
Barrier: Learners will need varying amounts of time to solve the problems. Some will finish right away and may get bored while some will take much longer.
Solution:
Be prepared to encourage students who finish early to push their thinking. We love using Web’s Depth of Knowledge to increase rigor and ensure that we are optimising the challenge for all learners. For students who finish early, giving them 10 more problems to look at isn’t necessarily rigor, it’s just increasing their volume of work. volumes of work. Pushing students to extend their thinking to rationalise their answers, evaluate and critique another maths problem, or connect to other curricular areas or real world examples helps students generalise and transfer the skills they are gaining.
UDL Connection:
Multiple Means of Engagement (Providing Options for Sustaining Effort & Persistence and Providing Options for Self-Regulation)
Reflecting on Teaching Practices
One thing in learning is certain: all learners will struggle from time to time. It’s not if, it’s when. While many teachers may look at the scenario and the thinking process above and say, “I already do that,” it’s most important to be reflective and ask, “When do I do it?” Am I being proactive or reactive in the way I approach barriers to learning?
Learner Outcomes
The 7th grade maths learners in our scenario above will experience:
- Minimised threats and distractions created by unknown academic language and prior knowledge
- A chance to practice making choices for their learning in a scaffolded and structured way
- An opportunity to navigate their learning experience using different materials, texts, and tools
- A chance to show what they really know using a variety of tools for construction and composition
- Choice in working collaboratively or independently
The end result?
Maths learners who are building their capacity for expert learning. Learners who are figuring out what it means to be purposeful & motivated, resourceful & knowledgeable, and strategic & goal directed in a maths setting.
You can download a PDF of our guide to keep and refer back to.