Universal design of learning
When considering the needs of gifted learners in the classroom it is difficult, if not impossible, to classify one approach as the best. Each learner is so different, and there is no single tool, or method that will ensure success. This is why the Universal Design for Learning (UDL) is essential in creating a learning environment that provides options that are relevant and realistic for each student. The benefits of implementing the UDL framework are not limited to gifted students, and will improve the experience of all diverse learners in the class.
The three principles of UDL are examined below (Meyer et al., 2014):
1. Provide Multiple Means of Engagement
It is essential to provide gifted learners with options and expectations to engage and motivate them. By providing multiple means of engagement in the classroom the WHY of learning is addressed through options of self-regulation, maintaining interest in effort and persistence, as well as peaking interest in new and exciting ways (Meyer et al., 2014, p. 53). As educators it is our job to get students excited about learning. We are igniting the affective network, which assumes that students will focus their attention on whatever is valuable or important to them at the moment (Meyer et al., p. 61). With gifted students we need to create an optimum challenge. By using methods such as self-directed learning, allowing students to determine their goals, and objectives while ensuring they are meeting curricular goals, we can help the student gain confidence as well as optimize engagement (Meyer et al., 2014, p. 53). By referring to the suggestions in, "Enduring Practices","Instructional Considerations" and "Practical Inclusive Strategies" it becomes obvious that all students could benefit from the use of these strategies. This will in turn promote a positive collaborative community where all learners are challenged and motivated to learn.
2. Provide Multiple Means of Representation
This principle of the UDL Framework addresses the WHAT of learning, providing options for comprehension, language, perception, and options for display of information (Meyer et al., 2014, p. 54). Again, we are providing more options, and allowing the students to feel in charge of their learning. We want to show students the various means of accessing and interpreting knowledge, this is done through multiple mediums such as games, various audio mediums, and various visual mediums. By challenging students to determine the way they receive information more efficiently we are supporting the development of resourceful, knowledgeable learners. Gifted students may already have a great deal of background knowledge on a subject, it is important that there is acknowledgement and adaptation within lesson plans to enhance the learning experience for these students (Meyer et al., 2014, p. 54). By considering the baseline for achievement, an educator can then determine a course of action. Perhaps the student could create a project that extends beyond the curriculum and challenges them in an area that they may need to develop more. No single medium works for every student, this includes gifted learners. The use of "learning centres", "tiered assignments" and "independant study"as described on the "Enduring Practices" page allows for flexibility in learning and the use of multiple means to gain knowledge. Through these strategies educators are scaffolding student's learning and tapping in to their recognition networks by accessing background knowledge and using different methods to construct meaning for each individual (Meyer et al., 2014, p. 63). By varying access and understanding of knowledge, and challenging preferences and abilities through the use of flexible and adaptable lesson plans and formats, all students in the classroom can be provided the opportunity to accelerate and challenge their learning.
3. Multiple Means of Action/Expression
This principle addresses the HOW of learning. As educators we need to guide appropriate goal-setting, support planning and strategy development, and increase students' skills in self-regulation. This principle provides students with strategies to accomplish goals, and opens their eyes to ways in which they can monitor and control the development of their own learning (Meyer et al., 2014, p. 54). A significant part of this with gifted students would involve assessment. They typically are more focused on the process of learning not necessarily the end product. Formative assessment would be crucial to measure ability in product and process. Providing formative assessment allows for flexibility and adaptation to meet curricular goals, and engage the students by monitoring progress and difficulty. By allowing for multiple means of expression students can display their knowledge in many forms (Meyer et al., 2014, p. 73, 76). This will allow them to represent their knowledge in a way that makes sense to them, and develops skills in self-monitoring and goal-setting. The mismatch between what a gifted student knows and what the curriculum calls for in many cases differs so greatly that it presents a huge learning challenge. By initiating the UDL framework the student can gain confidence, and take responsibility of their learning through activating the strategy networks by developing proper skills in reasonable goal setting, self-monitoring, and various means of expression (Meyer et al., 2014, p. 65).
The three principles of UDL are examined below (Meyer et al., 2014):
1. Provide Multiple Means of Engagement
It is essential to provide gifted learners with options and expectations to engage and motivate them. By providing multiple means of engagement in the classroom the WHY of learning is addressed through options of self-regulation, maintaining interest in effort and persistence, as well as peaking interest in new and exciting ways (Meyer et al., 2014, p. 53). As educators it is our job to get students excited about learning. We are igniting the affective network, which assumes that students will focus their attention on whatever is valuable or important to them at the moment (Meyer et al., p. 61). With gifted students we need to create an optimum challenge. By using methods such as self-directed learning, allowing students to determine their goals, and objectives while ensuring they are meeting curricular goals, we can help the student gain confidence as well as optimize engagement (Meyer et al., 2014, p. 53). By referring to the suggestions in, "Enduring Practices","Instructional Considerations" and "Practical Inclusive Strategies" it becomes obvious that all students could benefit from the use of these strategies. This will in turn promote a positive collaborative community where all learners are challenged and motivated to learn.
2. Provide Multiple Means of Representation
This principle of the UDL Framework addresses the WHAT of learning, providing options for comprehension, language, perception, and options for display of information (Meyer et al., 2014, p. 54). Again, we are providing more options, and allowing the students to feel in charge of their learning. We want to show students the various means of accessing and interpreting knowledge, this is done through multiple mediums such as games, various audio mediums, and various visual mediums. By challenging students to determine the way they receive information more efficiently we are supporting the development of resourceful, knowledgeable learners. Gifted students may already have a great deal of background knowledge on a subject, it is important that there is acknowledgement and adaptation within lesson plans to enhance the learning experience for these students (Meyer et al., 2014, p. 54). By considering the baseline for achievement, an educator can then determine a course of action. Perhaps the student could create a project that extends beyond the curriculum and challenges them in an area that they may need to develop more. No single medium works for every student, this includes gifted learners. The use of "learning centres", "tiered assignments" and "independant study"as described on the "Enduring Practices" page allows for flexibility in learning and the use of multiple means to gain knowledge. Through these strategies educators are scaffolding student's learning and tapping in to their recognition networks by accessing background knowledge and using different methods to construct meaning for each individual (Meyer et al., 2014, p. 63). By varying access and understanding of knowledge, and challenging preferences and abilities through the use of flexible and adaptable lesson plans and formats, all students in the classroom can be provided the opportunity to accelerate and challenge their learning.
3. Multiple Means of Action/Expression
This principle addresses the HOW of learning. As educators we need to guide appropriate goal-setting, support planning and strategy development, and increase students' skills in self-regulation. This principle provides students with strategies to accomplish goals, and opens their eyes to ways in which they can monitor and control the development of their own learning (Meyer et al., 2014, p. 54). A significant part of this with gifted students would involve assessment. They typically are more focused on the process of learning not necessarily the end product. Formative assessment would be crucial to measure ability in product and process. Providing formative assessment allows for flexibility and adaptation to meet curricular goals, and engage the students by monitoring progress and difficulty. By allowing for multiple means of expression students can display their knowledge in many forms (Meyer et al., 2014, p. 73, 76). This will allow them to represent their knowledge in a way that makes sense to them, and develops skills in self-monitoring and goal-setting. The mismatch between what a gifted student knows and what the curriculum calls for in many cases differs so greatly that it presents a huge learning challenge. By initiating the UDL framework the student can gain confidence, and take responsibility of their learning through activating the strategy networks by developing proper skills in reasonable goal setting, self-monitoring, and various means of expression (Meyer et al., 2014, p. 65).
