EDUC09043 2022 Implementation of the UDL Framework: Supporting Student Learning

Investigate self-educational understanding and ability to identify approaches to one’s own pedagogy and practice in relation to inclusive practices.

Analyse and interpret student feedback to assist the creation of a module UDL development plan.

Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

Implement a UDL module redesign to support student learning.

Construct an Inclusive Educator’s philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

This module will be delivered online with opportunities for learners to share their experiences through peer learning, professional collaboration and a collegial approach adopted throughout to facilitate the development of a community of practice. It will be supported through the Institute’s VLE. Student will be required to engage in an online fora and discussion groups.

Assessment One: ePortfolio (70%) LO 1-6

This ePortfolio assessment  will comprise of seven sections (allowing for choice of presentation formats within these sections) including (i.) teaching philosophy, providing a description of the educator’s view as to the underlying principles upon which their approaches to inclusive practice are based; giving appropriate reference to conceptual frameworks or theoretical perspectives if appropriate. (ii.) student reflections, showcase student reflections evidenced. (iii.) module UDL plan, rationale and description for change, adaptations and accessibility plan and sufficient context describing the rationale for change undertaken and description of change undertaken., (vi.) implementation of change, evidence of change undertaken in relation to UDL implementation. This section of portfolio will have a thorough explanation and evidence of suggested changes made within the module in relation to UDL. (v.) evaluation & effectiveness of change - include student feedback which include results from, and responses to, student surveys. (vi.) Reflection: Inclusive educator’s philosophy. Stages of feedback/ feed forward will be part of this assessment.

Assessment Two: Digital Reflective Journal (30%) LO 1-6

 In support of identifying their inclusive professional identity, learners will be prompted weekly with various teaching and learning scenarios. Students will draw on the relevant theorist, reflect and respond on the most effective approach to scenarios which connects with their inclusive practice. A series of online understanding of content surveys will be facilitated through the VLE Moodle. 

The repeat assessment strategy will be dependent on overall grades and will be decided and documented at the Progression and Award Boards

Repeat submissions are capped at 40%.

LO. 1 Investigate self-educational understanding and ability to identify approaches to one’s own pedagogy and practice.

In understanding learner’s overall learning preference, learners will explore the benefits of multi-modal learning, and that multiple streams of information and how this  supports complex knowledge comprehension for all. The ongoing debate of the effectiveness of Kolb, Gardner and Honey & Mumford educational theory will be explored adding to  awareness of their self-learning preference and pre-conceived notions of how pupils learn. To ascertain how learners, absorb, process and retain knowledge while learning, learners will engage with the learning theories such as behaviourism, cognitivism and constructivism as imbued by educational theorists. Constructivist principles and student- centred learning will be discovered and debated in depth. Within this outcome the Harvard University research study- Teaching for Understanding (TFU); Learner preference and the higher order of thinking will be discussed. Learners will understand brain-based learning, attention, retention and implications for effective teaching, learning and assessment. Upon engaging with educational theory learners will relate to their own professional identity.

LO. 2 Analyse and interpret student feedback to assist the creation of a module UDL development plan.

In creating a pedagogically appropriate teaching and learning environment, inclusive learning is a key requirement of all education environments. This requires learners to plan for diverse audiences such as international students, those with additional needs, mature students and non-traditional students. Learners will develop a strategy to gauge their  students' inclusive/ accessible educational experiences in the form of feedback to inform the UDL module redesign.

LO. 3 Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

Learners  will negotiate accessible digital tools in light of their importance for the purpose of accessibility and pedagogy learn the value of its importance as part of an inclusive curriculum. Or,  if appropriate after consideration of all tools and approaches, not just digital ones, justify a ‘no tech’ UDL approach as a constructive and appropriate approach in some contexts.

LO. 4  Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

Learners will design an appropriate UDL curriculum plan to enhance their practice of teaching. Using UDL as a lens, learners will explore constructive alignment; Bloom's Taxonomy; Writing Learning outcomes; the 'SMART' principles of planning; planning for a variety of learning preferences and abilities. Included in this learning is the importance of effective communication within learning environments.  

LO. 5 Implement a UDL module redesign to support student learning.

The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all learners equal opportunities to succeed. Learners will implement the UDL module plan and implement a flexible curriculum that proactively caters for a wider variety of student’s strengths and needs.

LO 6 Construct an Inclusive Educator’s philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

Learners will attain the ability to ask the relevant questions about the nature of students and their world and make appropriate decisions with regard to the education of a diverse body of students. To highlight the importance inclusive pedagogy, a value of inclusive educational beliefs will be expounded upon.