Educ 5313 Blog 5: Yay! Percentages!!

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Okay, so let’s be real — teaching percentages and tax calculations isn’t exactly the stuff students get wildly excited about. “Yes! Let’s calculate tip percentages!” said no seventh grader ever (even if I include a little bit of six-seven in the mix). But that’s the fun part of lesson design: turning something traditionally dry into a real-world experience that actually feels like life outside the classroom. That’s where Universal Design for Learning (UDL) really shines — and why Basham, Smith, and Satter’s (2016) article has been stuck in my head since I read it.

Their study, Universal Design for Learning: Scanning for Alignment in K–12 Blended and Fully Online Learning Materials, digs into how we can build digital learning spaces that actually meet learners where they are — not where we wish they were. They argue that too many “digital” lessons just slap tech on top of traditional instruction. You know the type: a digital worksheet pretending to be innovation. Basham and his co-authors push us to look deeper — to see if our online tools and materials truly align with the UDL principles of engagement, representation, and expression (Basham et al., 2016).

That idea was buzzing in my mind while creating my lesson, “Dine and Decide: Dining on a Budget.” It’s a blended math lesson where students use real restaurant menus, Google Sheets, and even an AI tutor from Magic School to figure out tax, tip, and total costs — and then compare results with a partner class in Los Angeles. They’re not just crunching numbers; they’re comparing cost of living, exploring culture, and connecting their math to something that actually matters (like whether they can afford that extra appetizer).

Basham et al. (2016) would probably nod approvingly here. The lesson hits that sweet spot they describe — where digital tools enhance flexibility and accessibility. Every student gets multiple ways to jump in: some dive right into Sheets and formulas, others use scaffolded templates or printed menus, and a few rely on the Magic School tutor for feedback and support. The tech isn’t the point; it’s the pathway. It helps kids represent their thinking visually, make quick changes, and immediately see how one little formula tweak changes their total bill.

And that’s the big takeaway from the article — UDL isn’t about the tool; it’s about the options. Basham and his team remind us that real digital learning happens when students get to choose how they engage, express, and make sense of the content. That’s exactly what happens in “Dine and Decide.” Students aren’t all doing the same thing the same way — and that’s kind of the point.

So, while my lesson might look like a spreadsheet activity on the surface, it’s really a mini-experiment in autonomy and access. It’s a space where students can explore math through menus, money, and meaningful connections. Basham et al. (2016) gave me the language to explain why that works — and how thoughtful design makes digital learning feel human.

After digging through the UDL Guidelines on the CAST website (https://udlguidelines.cast.org), I found a couple of strategies that fit perfectly with “Dine and Decide.” One that jumped out was authentic and relevant examples, which falls under the engagement principle. It encourages teachers to design learning experiences that connect directly to students’ lives. So, I’m thinking about adding a new twist to my lesson — having students design their own “dream dinner party” menu, then calculate the total cost while staying within a realistic budget. This would let them apply math skills in a context that reflects their personality and choices, turning an abstract percentage lesson into something meaningful (CAST, 2018).

Another CAST strategy I’m ready to weave in is from the action and expression principle: offering flexible assessment options. Instead of ending with one standard worksheet, I’ll let students decide how they want to show what they’ve learned — maybe a Google Sheet, a short video walkthrough, or even a blog post where they reflect on budgeting choices and what they’d do differently next time. Each format still demonstrates mastery, but the flexibility allows students to express themselves in the way that fits them best. That’s UDL in action — removing barriers, honoring differences, and making learning a creative, personalized process (CAST, 2018).

The 2024 National Educational Technology Plan (NETP) really takes this whole UDL conversation to another level. It reminds us that bridging the Digital Use Divide isn’t just about giving every student a laptop — it’s about making sure those devices are used to create, collaborate, and think critically. The NETP highlights UDL as a research-driven framework that helps educators design flexible, accessible learning experiences where every learner can participate fully and meaningfully (U.S. Department of Education, 2024). This approach goes beyond access — it’s about inclusion, giving all students the tools and supports they need to actively use technology rather than passively consume it.

What really stood out to me was the NETP’s call for educators and leaders to adopt UDL as a driver of digital equity. It pushes us to make tech use more participatory — empowering students to become co-designers of their learning experiences, using multiple pathways and tools to express what they know (U.S. Department of Education, 2024). When teachers apply UDL intentionally, technology becomes the great equalizer instead of another barrier. And that’s the goal, right? To make sure every student — no matter their background, ability, or access point — can thrive in digital learning spaces that are as diverse and dynamic as they are.

References:

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for alignment in K–12 blended and fully online learning materials. Journal of Special Education Technology, 31(3), 147–155. https://doi.org/10.1177/0162643416660836

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org

U.S. Department of Education, Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. https://tech.ed.gov