0:02
People ask me all the time,
0:04
What is UDL?
0:06
UDL is Universal Design for Learning
0:09
and it is not a new name for differentiated instruction.
0:14
There is a framework, Universal Design for Learning
0:16
And there is a framework Differentiated Instruction.
0:19
And although they can be used to complement each other,
0:22
they are absolutely not the same thing.
0:25
So let's about a little analogy that I like to use
0:28
to explain the difference.
0:30
Imagine for a moment that I was going to have a smashing dinner party.
0:34
Now if it was Universally Designed, I want to make sure that
0:37
everybody is going to have an awesome meal at my party.
0:41
And so I am going to anticipate or predict the variability of possible guests.
0:46
Now as my best friends, you're all invited.
0:49
And you are going to bring partners and friends and I may not know exactly what they eat.
0:54
But worry not!
0:55
I can predict the variability.
0:57
I'm gonna predict that some people might be lactose intolerant, might be vegan or vegetarian,
1:03
have cultural needs
1:04
or they might be picky eaters.
1:06
And when I can predict this I realize that it would be a really bad idea to serve a casserole.
1:12
Right?
1:13
Because imagine, you come into my party, you're thinking you're going to have an awesome time,
1:16
Boom!
1:17
Tuna noodle.
1:18
Ughf.
1:19
You're going to exclude a lot of people.
1:21
But here's the thing.
1:23
When I think universally, I recognize the importance of having different options and
1:27
choices for everyone
1:29
and so when I universally design a party, I am going to serve a buffet.
1:33
And the same thing happens in my classroom.
1:36
Is that we can recognize and embrace the incredible variability of our students
1:40
and identify the barriers that we know that some students face.
1:44
And so if I recognize that I might have some
1:47
students that struggle with language,
1:48
some students who are decoding below grade level,
1:50
some students who need additional challenges, 
1:52
I can create a buffet of ways for students to learn and share what they know
1:57
using firm goals and flexible means.
2:00
Now differentiated instruction uses flexible groupings
2:03
to make decisions about what specific students need.
2:06
It's a great way to provide tier 2 support or additional intervention for your students.
2:12
But when you plan on using differentiated instruction,
2:14
it can feel a little bit like you are a short order cook.
2:18
If you're coming to my party and I say I'm gonna have to make something for people who are lactose intolerant,
2:23
and I have to have another dish for everyone who is vegan,
2:26
and I want to make sure I have something gluten free,
2:28
I am now a short order cook and my kitchen is on fire. And here's the thing.
2:33
You don't get to make choices for yourself.
2:36
So we want to universally design instruction, we want to be really proactive and planful about identifying barriers
2:43
and making sure we're not reacting and providing additional dishes for every student.
2:48
So the next time you feel a little frazzled and on fire with planning,
2:53
because you're worried about every single group of students,
2:56
take a step back, identify some barriers, and make a flexible buffet
3:01
and allow learners to self-differentiate and self-direct their learning.
3:05
Because at a buffet when everyone makes their own plate,
3:09
and you provide feedback and support those choices, I'm telling you it's a much better party.