UDL: Universal Design for Learning

 Serving Up Success with UDL

Teaching should never feel like juggling thirty plates at once. But as educators, we often find ourselves overwhelmed trying to meet the needs of every student. When I first learned about Universal Design for Learning (UDL), the dinner party analogy really hit home. Instead of preparing thirty individual meals (Differentiated Instruction), UDL encourages us to set up a buffet: a wide variety of choices, thoughtfully prepared, where students can serve themselves based on their needs, interests, and strengths.

This buffet-style mindset is already present in parts of my teaching practice. I use a variety of media when delivering content, text, videos, hands-on activities, and group projects. I also prioritize classroom collaboration and student reflection, encouraging peer support and self-evaluation. These align with UDL's principles of offering multiple means of representation, engagement, and expression.

Still, there are strategies I could add right away to enhance my practice. For example, I can begin posting clear goals and objectives in a consistent place and provide flexible deadlines or pacing options when possible. I can also offer students more autonomy in choosing how they demonstrate understanding, whether through writing, drawing, video, or oral presentation.

One area that excites me but feels a bit daunting is Checkpoint 6.4: Enhancing capacity for monitoring progress. I know how valuable it would be for students to visually track their own learning and reflect on their growth. However, I need more training in tools and strategies to implement this meaningfully. I want to explore digital portfolios or apps that help students monitor progress and receive tailored feedback.

What I Want to Explore Further

Going forward, I am especially interested in using educational technology to make lessons more accessible and to support student self-assessment. I want to research apps and platforms that align with UDL principles, especially those that help students track progress, organize thoughts, and share learning in creative ways.

Here are some resources I plan to explore:

·       CAST UDL Guidelines (https://udlguidelines.cast.org) for detailed checkpoints and examples

·       Understood.org for real-life classroom applications of UDL, especially for students with disabilities

·       "UDL Now!" by Katie Novak for practical strategies I can implement immediately

·       Tech specialists at my school or district to help me learn tools like Seesaw, Google Sites, or digital portfolios

With the right support and tools, I believe I can create a more inclusive, empowering learning environment. UDL helps shift the focus from simply delivering information to designing learning experiences that spark curiosity and independence in every student. By offering a buffet of learning options, I’m not just teaching content, I’m teaching students how to learn.

As I continue learning about Universal Design for Learning, I’m realizing how naturally it connects to the goals of a modern school library. The framework encourages not just access, but meaningful engagement and expression from all students. What stands out most to me is that UDL is not about creating 20 individualized lesson plans, it’s about designing one flexible environment that supports 20 unique learners. It’s about empowerment.

One of the most exciting takeaways is the idea that choice builds engagement. By allowing students to express what they know in different ways, whether through video, illustration, audio, or hands-on projects, they take ownership of their learning. I want to continue learning how to offer these choices through digital tools, adaptive technology, and collaborative planning with teachers.

I also plan to explore more about how UDL connects with the affective, recognition, and strategic brain networks. Understanding the neuroscience behind learning can help me design lessons and library activities that tap into students’ motivation, comprehension, and executive functioning. My goal is to create a space that is not only physically accessible, but also cognitively and emotionally inclusive.