Analyzing goals through the UDL lens

Establishing clear learning goals is the fundamental first step to reaching all learners. Clear goals enable teachers to set the challenge in the appropriate arena, provide appropriate supports, and evaluate progress in skills and knowledge that are core to the goal. Clear goals help students know why they are doing things, where to place their focus, and how to assess their own progress.

The framework of the three brain networks guides interpretation of learning standards in two ways. First, by considering the wording carefully we can determine whether the true purpose of the standard centers on learning information (recognition network), learning skills or processes (strategic network), or engagement (affective network). When we can pinpoint the main focus of the goal, we can identify the aspects that must be held constant for all students. Second, and equally important for the process of individualizing instruction, knowing the real purpose of a goal helps determine where we can offer flexible options and where we can provide scaffolds without removing the challenge.

Knowing which network is most central to a particular standard helps us determine what its true purpose is. Only then can we know which aspects must be held constant if the standard is to be met, and which aspects can be varied to support individual learning differences. Speaking very broadly, the following guidelines apply:

• For recognition goals, focused on specific content, that content is key.
• For strategic goals, focused on a specific process or medium, that process or medium is key.
• For affective goals, focused on a particular value or emotional outcome, that emotional outcome is key.

Consider this standard: “The student will demonstrate competence in the general skills and strategies of the writing process.” This standard focuses on process and is rooted in strategic networks. Because the content is not specified and is not key to this particular standard, we could increase students’ engagement by encouraging them to select content that interests them and setting the challenge at individually appropriate levels.

Using the UDL framework to distinguish the true learning purpose of a standard or benchmark helps you gain clarity on what aspects of your teaching must remain the same for all learners, and what areas (such as content, materials, media, teaching methods, methods for student expression, and performance criteria) can be varied to meet different learner needs.