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Unit 2 Blog Assignment #1

Hugo Olvera-Leija

Post University

EDU603: Curriculum 2.0

Dr. Jennifer Wojcik

March 17, 2024

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Unit 2 Blog Assignment #1

Part 1: Creating a UDL Learner Profile

Fig. 1: Student Learning Profile Infographic.

Source: (Self)

Alex Johnson, a 10th-grade student focusing on Science, shows strengths, needs, and

preferences across the three brain networks. In the recognition network, Alex is a quick learner

who grasps complex science concepts easily. However, he may occasionally require reminders to

stay organized. He enjoys hands-on experiments and visual aids to enhance his learning
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experience. Under the strategy network, Alex is adaptable to different teaching styles and excels

in group activities. He seeks clarification when instructions are unclear and prefers collaborative

projects and problem-solving tasks. In the affective network, Alex builds strong relationships

with peers and teachers. He appreciates positive reinforcement and encouragement and values

inclusivity. Alex enjoys activities that promote teamwork and collaboration. Alex's profile

highlights his adaptability, collaborative nature, and strong interpersonal skills, positioning him

for success in his academic journey and beyond.

Part 2: Understanding the UDL Learner Profile

Concept Behind the UDL Learner Profile

The UDL learners' profile is an educator's tool for informing and assisting teachers meet

the varying needs of their students. It describes the competencies, shortcomings, and preferred

methods of each learner as a whole, depicting a detailed picture of their learning style, skills, and

interests (Posey, n.d). The UDL learning profile stands on the understanding that the learners are

extremely diverse and their styles of learning are different. This variability should not be treated

as a problem that requires solving but rather as a skill to master in developing learning

environments (Wiggins & McTighe, 2005). By considering the learners, their needs, and variety,

I am now able to shape my teaching approach to suit the needs of each student in my classroom.

Thus, the UDL is a valuable tool that all teachers should have in their toolbox to figure out their

students better and adapt their teaching to the different learner levels.

Consideration of Learners, Needs and Variability

The consideration of my learners' needs and variability in Lake County, Florida,

influences my approach to teaching and learning because it prompts me to adapt instruction to

individual requirements. Notably, when teaching the unit I introduced in the previous
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assignment, that is, "Critical Thinking Across Disciplines," I differentiate instruction by using

varying teaching strategies, materials, and levels of support based on each student's needs. For

instance, whenever I have a student with visual impairments, I use alternative formats for

instructional materials, including braille texts, audio recordings, and tactile graphics. These

adaptations help the student have the same access to learning content as their peers thus fully

participating in classroom activities. As IRIS (2020) posits, as a substitute teacher, I must always

be ready to modify my lesson plans and provide additional clearance to ensure that all my

students have an opportunity to succeed. This approach ensures that all students, regardless of

their learning style or ability, can develop critical thinking skills effectively.

Meeting Diverse Learner Needs

Teachers must remain flexible and adaptable in their teaching approach if they want to

meet the diverse needs of the learners. Notably, students are not the same; some easily

understand concepts visually, while others might prefer learning through listening and

verbalizing (Wiggins & McTighe, 2005). Therefore, educators must provide multiple means of

representation, expression and engagement (Posey, n.d.). This strategy should be applied using

different teaching strategies, materials, and levels of support based on each student's individual

needs. In addition, teachers should be sure that each student's emotional and cultural stereotypes

are considered and treated with respect and empathy (Wiggins & McTighe, 2005). Implementing

these strategies will allow teachers to have a considerable impact by facilitating engaging and

effective learning experiences for all.

UDL Strengths and Limitations

The UDL approach has several strengths including that it recognizes and values learners’

diversity, promotes inclusive learning environments, and supports the development of flexible
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and responsive teaching strategies. By recognizing and accommodating diverse learning styles,

abilities, and preferences, teachers are able to create a more inclusive and engaging learning

environment (Posey, n.d.). However, it has some limitations, including the fact that implementing

UDL can be challenging due to the need for extensive planning, resources, and teacher training.

Further, its effectiveness can vary based on the teacher's ability to effectively implement and

adapt the principles of UDL to their specific teaching context (Posey, n.d.). Overall, the benefits

of creating a more inclusive and personalized learning environment far outweigh the limitations.

The UDL learner profile is a powerful tool for teachers to use to gain a better

understanding of their students and tailor their teaching approaches to meet their individual

needs. Despite the few challenges observed above, the benefits of using UDL to create inclusive

and effective learning environments are significant. As I reflect on the concept of the UDL

learner profile and its implications for teaching and learning, one question that comes to my

mind is: how can we ensure that the principles of UDL are effectively implemented in diverse

learning contexts to benefit all learners?

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References

IRIS. (2020). IRIS | Page 6: Instructional Methods. Vanderbilt.edu.

https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content

Posey, A. (n.d.). Universal Design for Learning (UDL): A teacher’s guide. Understood.

Retrieved November 1, 2023, from

https://www.understood.org/en/articles/understanding-universal-design-for-learning?

utm_source=google&utm_medium=cpc&utm_term=udl+principles&utm_campaign=EN

_UDL_EJ2&gclid=CjwKCAjw4ZWkBhA4EiwAVJXwqc8C_f9DzAxgwbY6eoDixmoX

BtTBxsECzS4Ho8rGFDzo_xgrPa7pnxoCdKMQAvD_BwE&gclsrc=aw.d

Wiggins, G., & McTighe, J. (2005). Chapter 2. Understanding Understanding, in Understanding

by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum

Development.

https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/understanding-

understandingch21.pdf