Week 5 Blog

 Universal Design for Learning

This week's focus on Universal Design for Learning (UDL) made a lot of sense to me because it frames "support" as something we build into the lesson from the start, not something we tack on after students struggle. In Craig, Smith, and Frey's study (2022), the authors looked at a weeklong UDL Summer Institute and compared teachers who attended (n=73) with teachers who did not (n=70). They describe the Institute as strong professional development because it was content-focused, included active learning, modeled UDL practices, and built in feedback/reflection over a sustained duration. Administrators used a Teacher Success Rubric to evaluate UDL implementation, and teachers who attended the Institute showed greater growth in UDL implementation than those who did not, suggesting that well-designed professional development can meaningfully increase real classroom use of UDL.

That connects directly to the kindergarten rhyming lesson I'm developing because my plan already includes modeling, guided practice, and a teacher-guided digital activity, but UDL pushes me to intentionally add options so more students can access and show the skill. CAST explains UDL through three big principles: engagement, the "why", representation, the "what", and action/expression, the "how" (CAST, n.d.). For my rhyming goal of hearing and producing ending sounds, two CAST-aligned strategies I can integrate right away are multiple means of representation and multiple means of action and expression. For representation, I can strengthen access by presenting the rhyme target in more than one way, such as picture cards plus clear teacher audio and a quick "say it slow" sound focus on the ending, so students are listening for sound and not letters. CAST's guidelines emphasize designing multiple means of representation, and in a rhyming lesson, that means making the sound pattern as clear as possible through spoken models and repeated listening opportunities. For action and expression, I can offer more than one way for students to respond: students can say the rhyme, point to a matching picture, whisper-turn-and-rhyme with a partner first, or use a simple teacher-guided recorder to say their rhyme aloud, which is helpful for students who need extra time or feel nervous speaking to the group. CAST's action and expression guidance supports giving students options for how they communicate what they know, which fits perfectly with early phonological awareness practice. 

The 2024 National Educational Technology Plan (NETP) also helped me think differently about the tech piece in my lesson. The NETP describes a Digital Use Divide where some students get active, creative, and meaningful technology-supported tasks, while others mainly get passive "digital worksheets" or point-and-click activities. That's a big reminder for my rhyming game. If I'm not careful, the digital practice could become a quiet compliance task instead of real learning. To align with NETP guidance and address the Digital Use Divide. I want my digital tool time to be short, teacher-guided, and interactive. Students listen closely, make a choice, explain their thinking, and try again with feedback, rather than just tapping until it says "correct." The NETP also calls out the importance of choosing tools that are accessible and support UDL principles, and it recommends systems that ensure edtech tools can be customized for learner needs. In other words, UDL and NETP together push me to design digital practice that is active, inclusive, and responsive so every student has a real chance to build the skill and show growth. 

References

Craig, S. L., Smith, S. J., & Frey, B. B. (2022). Professional development with universal design for learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22-37.

CAST. (n.d.). Universal Design for Learning (UDL).

CAST. (n.d.). UDL Guidelines: Action & Expression.

U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan 2024. 

Comments

  1. Ida SchuermannFebruary 15, 2026 at 2:45 PM

    I really connected with your idea that UDL should be built into lessons from the start instead of added after students struggle, and your rhyming lesson shows that clearly. Using pictures, teacher modeling, and slowing down ending sounds makes the skill more accessible for young learners, and giving students options like saying the rhyme, pointing, working with a partner, or recording their response respects different comfort levels while keeping the same goal. I also like how you tied in the Digital Use Divide from the NETP, because it shows you’re thinking carefully about how technology is used and not just that it is used. Designing your digital activity to be short, guided, and interactive helps ensure it supports real learning instead of becoming a passive task, and overall your reflection feels practical, intentional, and very grounded in what actually works in a kindergarten classroom.

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