Varying and honouring the methods for response, navigation, and movement is a universal design for learning (UDL) guideline that supports multiple means of action and expression. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners move and respond in ways that work best for them.
Varying and Honouring Methods for Response, Navigation, and Movement in Universal Design for Learning
Varying and honouring the methods for response, navigation, and movement means providing multiple ways for learners to physically interact with course content, including:
- Information
- Activities
- The physical environment
In addition, varying and honouring the methods for response, navigation, and movement means recognizing that all methods of movement and response have equal value. For example, on a typical test, many learners write with a pencil. However, some learners will always type rather than write with a pencil. Teachers and learners should create a classroom environment that respects multiple methods of writing as equally valid and valuable.
Likewise, in an online course, many learners navigate with a mouse. On the other hand, some learners will always use input devices other than conventional keyboards or mice. Alternatively, learners may be able to use pencils or mice:
- At different speeds
- With different ranges of motion
- For different amounts of time
Learners and teachers should know that none of these methods for response and navigation is better than any other. Instead, all the ways that learners interact with course content deserve equal respect.
Strategies for Varying and Honouring the Methods for Response, Navigation, and Movement
Teachers can use many strategies to support learners moving and responding in various ways. For example, teachers giving students time to complete assignments in class can make time limits flexible. Some learners may take longer to finish math worksheets than their peers, but finish language arts assignments more quickly. The teacher should remind all learners that if they finish an assignment before their peers, they can spend the rest of the allotted time on an assignment they need to finish.
Moreover, teachers can provide a variety of ways for learners to approach tasks. For instance, teachers can create electronic copies of tests and worksheets for learners to complete on computers or other technologies with different input devices.
Similarly, projects often require learners to build physical models to show their understanding of scientific principles. However, physical construction of models is not accessible for all students. Therefore, teachers should offer students other methods to show that they understand, such as:
- Building online simulations
- Creating analogies or metaphors to explain how parts fit or function together
All learners may find presentations involving varied responses more engaging than presentations where every classmate responds in the same way.
Finally, teachers can create as much flexibility as possible within the classroom. For example, learners can change the lighting, or try a variety of seating arrangements.