Reflections on applying the UDL and DI in a Math classroom

Reflections on applying the UDL and DI in my classroom 

As a high school math teacher, using Universal Design for Learning (UDL) and Differentiated Instruction (DI) has really changed the way I think about lesson planning. UDL focuses on giving students different ways to learn, interact with, and show what they know, which is a great fit for the variety of learners in my classroom. The ultimate goal is to help students become more independent, strategic, and motivated learners, according to the UDL Guidelines. DI adds to this by reminding me to meet my students where they are and tailor my teaching to their unique needs.

In my classroom, I want every student to feel like they belong and can succeed, no matter their background, abilities, or experiences. My goal, then,  is to create a space where everyone gets the kind of instruction and support that works for them. UDL helps me design lessons that give students options—different ways to access the material, interact with it, and show me what they’ve learned.

For example, when planning math lessons, I try to use a mix of tools and strategies to help students really connect with the material. This might mean using graphs, tables, pictures, and equations to explain a concept. I also make sure there are different ways for students to interact with the lesson—whether it’s through digital tools, paper-based activities, or hands-on problem-solving with their peers. To give them options for showing their learning, I include things like multiple-choice questions, short written reflections, group projects, or even uploading their own work as pictures.

Keeping students engaged is a big priority, too. I use strategies like Think-Pair-Share, Turn-and-Talk, and Small Group activities to make sure students are talking and working with each other. These kinds of interactions not only make learning more fun but also help students understand math in new ways by seeing how their peers approach problems.

Of course, every class is different, and it can be a challenge to include all this variety with limited time. But as Todd Rose says in his Ted Talk: Variability Matters, states that “Variability is the rule, not the exception.” I try to keep that in mind as I plan my lessons, building in as much flexibility as I can so my students feel supported and empowered to learn in ways that work best for them. At the end of the day, it’s all about making math something they feel they can succeed at—on their own terms.

References:

CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/

CAST. (2011, February 1). Universal Design for Learning (UDL) Guidelines: Full-Text Representation. Wakefield, MA.

CAST. “UDL At a Glance.” YouTube, 2010, youtu.be/bDvKnY0g6e4?si=80Hd32mNt0s9Z_qK.

            circlvideos. (2012, January 30). Todd Rose: Variability matters [Video]. YouTube. https://www.youtube.com/watch?v=8WClnVjCEVM