UDL-ify Your Syllabus: Action and Expression
This is the third and final article in our three-series focused on applying Universal Design for Learning (UDL) principles to your syllabus. The first article focused on Engagement; the second article examined Representation. The third principle, Action and Expression, provides multiple modes for students to express or demonstrate course learning through different outputs or assessments. You may wonder how you could cater to your students' needs by applying the UDL Action and Expression principle to the syllabus. UDL principles are designed to work with all course contents (e.g., syllabus, rubric, learning activities, etc.). As you read on, you may just have an "Aha!" moment. Let's examine some options for offering multiple means of Action and Expression.
Offering Multiple Options for Action and Expression
When we think of the principle of doing something or expressing ourselves, we give our students options or alternatives for how they want to interact with the course contents through the assignments or projects. This approach requires a creative mindset, as we need to offer options while adhering to the course and activity objectives. The requirements are necessary to give the projects and assignments structure; adding options to the requirements will remove barriers for those with invisible disabilities or for people for whom English as a second language, for instance. However, all students benefit from the UDL principle of multiple means of action an expression regardless of abilities because they are given more freedom to learn and express themselves. For example, instead of requiring learners to present orally (i.e., traditional oral presentation), why not think outside the box and allow them to consider choices like the following:
- Play (role-play)
- Movie/video
- Puppet show
- Poster session
- Games (Jeopardy! or Crossword)
Alternatives in Addition to the Traditional Term Paper Assignment
The list of choices above allows students to choose an activity to put into action or to express. UDL allows for alternatives that better meet the needs of learners with differing abilities or circumstances. For example, instructors often require all students to write a term paper as the only option, creating barriers for some students. Instead of only offering a term paper option, why not let learners demonstrate their knowledge in other ways. Some ideas are:
- Concept or mind mapping
- Photo slideshow or visual analysis paper
- Animations
- Wiki platforms, web page, or website
These ideas give you a great start to think about your course, and this is just the tip of the iceberg. There are other opportunities where you can UDL-ify your course with the principle of Action and Expression in mind. While oral presentation and term papers are traditional ways of assessing and shouldn’t be abandoned altogether, consider asking yourself, “What changes can I make for students to demonstrate what they have learned but in different ways?” Small changes work wonders, and your teaching techniques improve. You will be amazed at how excited your students will be when they see alternatives in the syllabus. Enhance your students’ learning opportunities by guiding them through multiple modes of Action or Expression as they share their knowledge differently.
Contact Information
If you’re looking to enhance the accessibility and inclusivity of your course design, CITL's Universal Design for Learning (UDL) Team is here to help! You can reach us at CITL-UDLTeam@illinois.edu.