Redesigning Education for Diverse Learners
A comprehensive course design evaluation of Math 15 using the ADDIE Model and Universal Design for Learning (UDL) frameworks.
Course Context: Math 15
Foundational mathematics tailored for English Language Learners (ELLs) aged 18–20 new to Canada.
The Challenge
Math 15 was the first class I taught after graduating. It is a foundational course to improve numeracy skills. The challenge lies in creating an inclusive, self-paced environment that addresses significant language barriers while prioritizing learner variability.
Using UDL principles, this project explores opportunities to enhance accessibility, engagement, and representation to bridge gaps in the current course design.
Target Audience
ELL students with interrupted schooling backgrounds requiring flexible pacing and strong foundational support.
Core Objective
Empower diverse learners through culturally responsive pedagogy and multiple means of expression (Gentile & Budzilowicz, 2022).
Math 15 Course Outline
Review the original foundational curriculum and structure evaluated in this project.
The ADDIE Framework
A systematic approach used to evaluate and redesign the Math 15 curriculum.
Analysis
Assessed the target audience of ELLs aged 18–20. Identified that language barriers—not mathematical ability—were the primary obstacle to comprehension.
- Diagnostic skill assessments
- Identified need for cultural responsiveness
Design
Utilized UDL principles to outline strategies. Mapped the course to be entirely self-paced via structured practice booklets, allowing for critical learner autonomy.
- Self-paced module structure
- Planned integration of visual aids
Development
Created concrete materials based on the design phase. This included writing the practice booklets and curating external multimedia resources.
- Creation of translated glossaries
- Sourcing step-by-step video tutorials
Implementation
Delivering the course with a focus on collaborative problem-solving. Balancing independent self-paced work with active peer learning and 1-on-1 scaffolding.
- Gamified activities (Kahoot)
- Physical/digital whiteboard sessions
Evaluation
Formative and summative assessments of course effectiveness. Generating actionable recommendations to improve UDL alignment in future iterations.
- Unit exam success rates
- Student feedback surveys
UDL Course Evaluation
Evaluating Math 15 through the three principles of Universal Design for Learning (Sewell et al., 2022).
Engagement
Self-paced structure fosters autonomy, but lacks structured peer interaction.
Recommendations
Incorporate gamified activities (Quizlet Live) and schedule weekly group problem-solving to build community for ELLs (Bastoni et al., 2023).
Representation
Practice booklets provide consistency but fail to address diverse learning mediums.
Recommendations
- Video tutorials for step-by-step guides.
- Visual aids to simplify complex concepts.
- Translated materials and glossaries.
Expression
Reliance on traditional unit exams limits how students can demonstrate knowledge.
Recommendations
- Project-based alternative assessments.
- Self-assessment reflection tools.
- Peer-mentoring opportunities.
Collaborative Math in Action
Collaboration is vital for foundational courses. Group activities, whiteboard work, and educational games allow students to build communication skills and share strategies—highly valuable for ELLs reinforcing language and math concepts simultaneously.
Video created by Brandon Woodland, showcasing UDL principles of multiple means of engagement in practice.
UDL Alignment Test
Evaluate your own course design. Check the boxes that apply to your classroom to calculate your UDL alignment score.
Select criteria to
calculate score
References & Resources
CAST Guidelines
Official UDL Site
Understood.org
Understanding UDL
Literature
- Bastoni et al. (2023). Importance of PD in implementing UDL strategies.
- Gentile & Budzilowicz (2022). Culturally responsive pedagogy for diverse learners.
- Sewell et al. (2022). Multiple means of representation for learner variability.