The Universal Design for Learning principles into practice: A case study from Physics curriculum at high school level

Abstract

In a classroom there are students with different learning styles, they are inherently varied in needs, interests and abilities. In a traditional classroom all students are treated one size fit all teaching methods that results disengagement among the students in classroom. They feel bore in the class and left with no choice but to rote learn and memorize the text in their books for exams, which harder their school life. Students try to get ride off the school and it leads to compromise on developing their lower and higher order thinking abilities. Universal design for learning (UDL) is a framework composed of 3 guiding principles (1. Provide multiple means of representation, 2. Provide multiple means of action and expression, and 3. Provide multiple means for engagement). It increases accessibility and opportunity for all learners to learn in a way that works best for them. UDL is different than the traditional method in a way that UDL is adaptable to individual differences and it provide equity and accessibility to learn in ways that works best for them. To demonstrate the use of UDL in Pakistani classroom we selected Physics subjects of 9th class. Students were divided into control and experimental group. VARK-test is conducted to identify the learning styles of the experimental group and content were prepared and aligned with the framework of the UDL and according to their learning styles and deliver to them whereas control group was taught with traditional methods. During the UDL based session, the engagement level (of the experimental group) were assessed by using engagement observation-checklist. Post assessment based on Blooms’ Taxonomy is taken from both the groups to assess and compare lower order and higher order thinking skills. Results disclose that UDL based teaching have significant impact on students’ lower order thinking skills, higher order thinking skills and engagement level. Keywords Universal Design of Learning (UDL), Lower Order Thinking Skills (LOTS), Higher Order Thinking Skills (HOTS), Students’ Engagement