Universal Design for Learning is an instructional design model based on scientific insights into how humans learn. The primary goal of the UDL framework is to design a more flexible, accessible, and inclusive learning environment by identifying barriers to learning and participation and addressing those barriers with differentiated instruction. The UDL framework has three primary principles, each broken down into guidelines and touch points.
Providing multimodal learning opportunities is key for meeting the Representation and Action/Expression UDL principles. Keep reading for multimodal teaching strategies and tips for meeting diverse learning and accessibility needs.
In 1987, Neil Fleming introduced the VARK model of learning, an inventory meant to help teachers, students, and others identify individual information processing preferences. According to the VARK model, people identify with one of four types of learning styles: visual, auditory, read/writing, and kinesthetic. The VARK model and its research framework were criticized extensively, with some critics suggesting boxing students into a single category might actually be a hindrance to learning.
Despite its shortcomings, the VARK model’s underlying concept – the fact that information processing differs from person to person – remains a valuable takeaway that has since evolved to mean no two humans process information exactly the same way.
The concept of learner variability, a fundamental premise of UDL, is based on neuroscience research indicating that a learner’s emotional state, personal experiences, background, interests, and perceived abilities have as much of an impact on learning as the context and medium in which a lesson is presented.
In other words, to ensure all students’ learning needs are being represented in their classrooms, instructors need to adopt a multimodal approach to teaching. Instead of trying to meet the needs of visual learners versus auditory learners, for example, instructors should aim to develop lesson plans that speak to both learning preferences with a keen eye for accessibility needs and assistive technology accommodations.
Planning a multimodal curriculum requires an understanding of individual learning styles in addition to knowing how those learning preferences can relate to each other in a multimodal learning environment. The 4 main learning styles under the VARK model are as follows:
Visual learners are most likely to grasp new concepts when they can see the information laid out in front of them in ways that are easy on the eyes. Charts, images, and videos are preferred by visual learners as they highlight a concept’s most important takeaways and illustrate how different ideas connect. Visual learners also benefit from watching someone else demonstrate how to do something before taking action and trying it themselves. Visual learners love whiteboards and diagrams.
Auditory learners process information through sound or verbal cues. Sound clips and videos help auditory learners remember important facts. Class discussions are also one of their favorite ways to learn. Auditory learners not only take in information when it is verbally explained to them but also benefit from explaining concepts to others or repeating information to themselves out loud. You’ll often find auditory learners making eye contact, nodding, or asking follow-up questions. Auditory learners prefer when directions or instructions are orally explained to them as opposed to reading the directions on their own.
Read/write learners prefer to learn through text and manual transcription. These students enjoy reading articles, textbooks, journals, or novels and jotting down a few bullet points or notes to refer back to later. Read/write learners demonstrate elevated comprehension of textbook material and are more likely to raise their hands to identify the most important parts of a given chapter or passage.
Kinesthetic learners enjoy hands-on activities based on real-life scenarios. They are high energy students who learn best through doing experiments, manipulating physical objects, participating in realistic simulations, and doing anything else that gets them out of their seat and moving around. Since kinesthetic learners enjoy being hands-on right away, they often approach education as trial and error and learn from their mistakes.
Now that you understand some of the most common individual learning preferences, let’s examine how to bring them all together to create an inclusive learner-centric classroom environment. Taking a multimodal approach to teaching is easier today than it was even ten years ago thanks to the advent of technology. Assistive technologies facilitate communication between instructors and students with disabilities, and the wide array of educational games and simulated learning experiences available today make multimodal learning fun and engaging.
REACHUM’s suite of educational games and lesson planning tools are designed to save instructors time while accommodating learner variability and accessibility needs. To learn more, contact us today.
Stay updated with cutting-edge learning solutions, expert insights, and exclusive REACHUM updates—delivered straight to your inbox twice a month!