{"id":14328,"date":"2025-09-24T10:26:56","date_gmt":"2025-09-24T14:26:56","guid":{"rendered":"https:\/\/www.goodwin.edu\/enews\/?p=14328"},"modified":"2025-09-24T10:26:56","modified_gmt":"2025-09-24T14:26:56","slug":"udl-english-101-solutions","status":"publish","type":"post","link":"https:\/\/www.goodwin.edu\/enews\/udl-english-101-solutions\/","title":{"rendered":"UDL Solutions in English 101: Breaking Down Learning Barriers Through Interaction and Choice"},"content":{"rendered":"

By: Rachel Maraoi, M.A.T.<\/em><\/strong><\/p>\n

What happens when students stop turning in their work \u2014 not because they\u2019re disinterested, but because the course wasn\u2019t built with them in mind?<\/p>\n

That\u2019s the question I found myself asking in my English 101 classroom. Originally, I taught English 101 with traditional instructional strategies, including lectures, readings, and essays. But it wasn\u2019t working. Students were disengaged, and some didn\u2019t turn in their work. I started asking myself, \u201cWhat\u2019s getting in their way?\u201d<\/em><\/p>\n

That\u2019s when Universal Design for Learning (UDL) provided me with an answer.<\/p>\n

Part 1: Identifying the barriers<\/h2>\n

\"\"<\/p>\n

The most significant barrier I noticed was my students\u2019 confidence.<\/p>\n

Many of my students are first-generation college students or returning adult learners. They often arrive believing they aren\u2019t \u201cgood writers.\u201d The traditional format didn\u2019t leave much room to build skills gradually or reflect on growth.<\/p>\n

Accessibility was another issue. Not everyone learns well from text-heavy assignments, and some students struggled with attention, organization, or anxiety about participation.<\/p>\n

Part 2: Analyzing the learning environment<\/h2>\n

\"\"<\/p>\n

After assessing the learning barriers in English 101, I examined my course materials and activities.<\/p>\n

I realized that while I provided instructions and deadlines, I wasn\u2019t offering many ways to engage with the material. There weren\u2019t enough scaffolding or opportunities to engage in low-stakes ways. The classroom felt like it was built for students who already knew what they were doing, not for students who were still figuring it out.<\/p>\n

Part 3: Designing +1 UDL Solutions<\/h2>\n

\"\"<\/p>\n

To address this barrier, I\u2019ve incorporated a variety of UDL-friendly activities into my instruction. For example, I introduced visual discussion boards where students post images to represent their essay topics, allowing them to express ideas visually before putting them into words. I also redesigned writing assignments with scaffolded steps \u2014 such as low-stakes peer reviews and Zoom check-ins \u2014 so students can gradually build confidence over time.<\/p>\n

I offered choices wherever I could. Students could summarize their sources in writing or by creating a short voice memo. For reflections, they could write a journal entry, record a video, or even make a visual mind map. By offering multiple means of engagement and expression, students could work with their strengths while still meeting learning goals.<\/p>\n

Part 4: Reflecting on the impact<\/h2>\n

\"\"<\/p>\n

With these +1 UDL Solutions implemented, I believe learner engagement<\/a> will increase. I hope my students will feel more comfortable posting and commenting on discussion boards. Their writing should improve because they will feel more connected to their topics and more confident in the process.<\/p>\n

Bringing UDL into my English 101 class is not about making the coursework easier; it is about making learning more possible. More human. More inclusive.<\/p>\n

I\u2019m excited to continue building on this work, and I hope my story encourages other instructors to experiment with small changes that make big impacts.<\/p>\n

About Professor Rachel Maraio<\/h3>\n

Rachel Maraio is an associate professor of English and the English 100\/101 coordinator at Goodwin University. She earned her Master of Arts in Teaching (M.A.T.) from Quinnipiac University. Rachel primarily teaches first-year composition, though she also enjoys teaching literature. She lives in Connecticut with her family and their rescue dog.<\/p>\n

 <\/p>\n

Ready to get started? Learn more about beginning your Goodwin journey today!<\/strong><\/a><\/em><\/h3>\n","protected":false},"excerpt":{"rendered":"

By: Rachel Maraoi, M.A.T. What happens when students stop turning in their work \u2014 not because they\u2019re disinterested, but because the course wasn\u2019t built with them in mind? That\u2019s the question I found myself asking in my English 101 classroom. … Continue reading UDL Solutions in English 101: Breaking Down Learning Barriers Through Interaction and 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