Good Teaching Strategies vs. Universal Design for Learning
“It's just good teaching,” or “It's just a bunch of good strategies.” These are two comments I've heard many times when educators are introduced to UDL. There is, though, a significant difference between using good strategies and applying Universal Design for Learning (UDL). Specifically, UDL is what leads us to design and establish inclusive learning experiences and environments. Chisomo Katunga and I touched on this a bit during our UDL in 15 Minutes conversation.
Going back to the idea of good strategies, everyone knows that quality strategies form the backbone of effective education. For example, we know that general strategies like collaborative learning, giving students think time, and playful learning are effective. We also know that more specific ideas like word walls, teaching notetaking skills, and modeling behavioral norms are equated with good teaching, but these and other strategies may not address the diverse needs of all learners in a classroom and that is where the gap lies between good teaching and UDL.
UDL goes beyond good teaching and good strategies because it requires us to proactively design learning environments that accommodate the widest possible range of learners so they can all work toward the goal. Even if we don't know who will participate in an upcoming learning experience, UDL prompts us to ask, “if I want these learners to reach this goal, what might get in the way?” Instead of saying, “I'm going to use these strategies because they are good strategies,” those who are applying UDL ask, “what are an assortment of strategies that, when woven together, will lower the learning barriers I anticipate so every learner can work toward this goal?” Notice that the question is not, “how can I make this easier?” The goal is set, but the pathways learners can take to achieve that goal are different. The strategies are there so students can take those different pathways. Ultimately, the choice of strategies is based on two things: (a) the goal of the learning experience, and (b) the anticipated barriers learners will experience. This is why UDL is different from good teaching and good strategies.
Strategies, in and of themselves, are just strategies and the concept of good teaching is undefinable. UDL is a defined framework. It provides us with a collection of research-based suggestions that guide our selection of strategies, and that selection is based on the goal we've chosen. Our job is to purposefully apply the UDL framework so every single learner can gain agency.