6 Steps to Planning UDL Lessons (+ 3 Teacher Stories!)

April 26, 2016

Over the past few months, we’ve shared some excellent UDL success stories from our readers. Today we want to put UDL success in the context of a more specific framework, with the help of a great book on UDL lesson planning.

In Your UDL Lesson Planner by Patti Kelly Ralabate, outlines six critical steps to UDL lesson planning and explores each one in depth. In this post, we’ll give you a brief rundown of these steps to success and share three short case studies adapted from the book, so you have concrete examples of how teachers can put this six-step process into practice.

1) Define flexible, clear SMART goals.

Ask yourself, “What is the goal of this lesson?” Effective learning goals are SMART: specific, measurable, attainable, results oriented, and time bound.

2) Consider learner variability.

Assess the readiness levels, skills, and needs of your learners and the challenges of the learning environment. Apply UDL guidelines to plan for learner variability and determine what scaffolds are needed.

3) Determine appropriate assessments.

Choose assessments that provide meaningful information, are flexible, and assess individual student growth. Find out what assessment accommodations are listed in students’ IEP or 504 plans and provide these during instruction.

4) Select methods, materials, and media.

Choose methods, materials, and media that offer flexibility and relevance and balance assistance with challenge.

5) Teach and assess learning.

Put it all together and deliver your UDL lesson. Assess student learning with flexible, informative assessments matched to your learning goal.

6) Refine educator learning through self-reflection.

Review the data collected through assessments and reflect on observations. What worked well? What will you do differently next time?

This six-step plan will look different for every teacher. Below are three examples of how teachers can put the UDL “success steps” into action.

LAURA’S LESSON: KINDERGARTEN READING READINESS

Laura teaches a diverse kindergarten class with varying learning needs:

• Some students are already reading at a first-grade level while others are learning basic vocabulary.
• Three students who are English language learners need support.
• Special needs students have difficulty listening for extended periods.
• Several students are shy and rarely speak during group time.

Learning Goal: Students will listen to a poem (“Rain, Rain, Go Away”) and recall key details with prompting.

Learner Variability: Laura addresses learning needs through paired visuals, gestures for vocabulary development, increased engagement opportunities, and positioning in the classroom.

Methods and Materials: Laura selects varied teaching methods and incorporates new representation techniques, including call-and-response and visual aids.

Assessment: Includes a simple check for understanding and a skill checklist during activities.

Reflection: Laura sees that embedding UDL strategies is manageable and effective.

PAT’S LESSON: MIDDLE SCHOOL MATHEMATICS

Pat is a seventh-grade math teacher adopting UDL principles:

Learning Goal: Students will solve multistep ratio/percent problems using shopping examples with 90% accuracy.

Learner Variability: Pat tailors tasks to varied interests, incorporates visual aids, and groups students by ability levels.

Methods and Materials: Includes animated videos, multiple representations, and diverse materials for creative expression.

Assessment: Adds multiple opportunities for informal assessments throughout the lesson.

Reflection: Pat recognizes the value of flexibility and choice in engaging students.

RAY’S LESSON: HIGH SCHOOL ENGLISH

Ray, a ninth-grade English teacher, seeks to enhance engagement:

Learning Goal: Students will create a musical summary analyzing themes in Slaughterhouse-Five.

Learner Variability: Offers materials like audiobooks, vocabulary support, and music selection options for diverse reading levels.

Methods and Materials: Uses collaborative learning that relates to student interests and allows for choices in demonstrating knowledge.

Assessment: Employs quick formative assessments and a rubric for project evaluation.

Reflection: Shifted from lecturing to facilitating, greatly increasing student engagement.

Have a UDL success story to share? Submit yours here!