Optimize Student Performance with Universal Design for Learning

Many college students have under-developed executive function due to ongoing brain development or external factors like trauma. In an academic context, this means they may struggle to plan and monitor their work. You can bridge this gap by:

• Scaffolding: Breaking down large projects (like research papers) into smaller, manageable milestones.
• Modeling: Encouraging students to set goals, track their progress, and reflect on their process.
• Providing Structure: Offering check-ins to help students adjust their strategies before a final deadline.
• Providing tools and strategies: Discuss how they might be prepare one or two weeks before an exam and helping them develop a study plan. After an exam, help them work through analysis of their performance and what that might mean for future exams. Some examples of supports are here: Pre-Exam Planner (setting and monitoring) and Post-Exam Analysis and Reflection (reflecting).

In the cartoon above, the instructor offers just one way for a variety of animals (a crow, monkey, penguin, elephant, fish, seal and dog) to prove themselves: climb a tree.

The classic “climb that tree” cartoon illustrates a critical UDL truth: when we use a single method of evaluation, we often measure a student’s physical or circumstantial ability rather than their mastery of the material. For example, a lab that requires standing for hours or a hand-written exam may create “arbitrary obstacles” for students with physical limitations. To optimize performance, we must ensure that the method of assessment doesn’t unintentionally block a student from demonstrating what they actually know.

Above is one of many conceptualizations of different communication styles. This one based off the of DISC personality types, which classifies communication along two axes: Excitable vs. Even-keeled and Task- vs. People-oriented. This results in four communication styles:

• Dominant: decisive, competitive, intense and efficient.
• Influencer:outgoing, persuasive, lively and enthusiastic.
• Steady: relaxed, friendly, thorough and patient.
• Conscientious: systematic, logical, process-oriented and risk-averse.

Another framework for thinking about communication is high-context vs. low-context communication. High-context communicators relying on more indirect, implicit, and non-verbal communication. Low-context communicators rely more on direct, explicit and verbal communication and may be more task-oriented and focused on openness and egalitarianism.

Whether through high-energy debate or meticulous writing, learners shine when the medium matches their strengths and communication styles. Unless a specific medium is the learning objective, offer two or three submission options.

Worried about grading? You don’t need multiple rubrics. Since the criteria for proficiency remain tied to the learning objective, a single, well-designed rubric can evaluate mastery regardless of whether the student submits a paper, a podcast, or a presentation.

Below is an example rubric that evaluates achievement of a learning objective only and provides choice and flexibility for how that achievement is expressed. For more information on creating and using rubrics see the DELTA Teaching Resources article “Rubric Best Practices, Examples, and Templates.”