Universally design barrier-free, support-rich, flexible learning opportunities
Suggestion for implementing the strategy ‘Collaboratively planning a universally designed learning environment’
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Universal Design for Learning
Universal Design for Learning
Universal Design for Learning (UDL) helps us create barrier-free learning environments that work for everyone.
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How UDL has influenced my practice
How UDL has influenced my practice
Planning using the UDL thinking wheel
Planning using the UDL thinking wheel
Use the six steps in the UDL Thinking Cycle to guide the planning process.
Take a "people before content" approach.
![11412 [UDL-thinking-cycle.jpeg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/UDL-thinking-cycle__ScaleMaxWidthWzEwODZd.jpeg)
UDL and differentiation
UDL and differentiation
UDL and differentiation are distinct and interrelated. Together they provide a powerful combination.
Read the blog post UDL vs DI: The Dinner Party Analogy to broaden your understanding.
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Universal Design for Learning |
Differentiation |
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Overarching approach that informs all learning-design decisions. |
Teaching strategy used when applicable. |
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Focused on the inclusive design of the whole learning environment at the outset. |
Aimed at addressing each learner’s individual levels of readiness, interest, and learning profiles. |
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Learner and whānau feedback guides the design of the environment. |
Kaiako usually makes design decisions. |
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All have full access to supports and tools, regardless of their needs and abilities. |
Specific supports offered to certain learners. |
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Flexible environment that learners can personalise. Focus on learner agency. |
Kaiako modifies content and processes to address the needs of each learner. |
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Learner is supported to self-direct learning and monitor progress. |
Kaiako directs learner to specific activities to further their learning. |
Reflection questions
Reflection questions
Consider using these questions.
- In what ways do you get to know learners and what’s important to them?
- In what ways do you get to know whānau insights and aspirations for their tamariki?
- How has your knowledge of learners and their abilities and preferences influenced the design of teaching and learning?
- Are there approaches that you usually offer to some students that could be made available to all?
Useful resources
Useful resources
Emotional triggers and strategies to support
Emotions can vary across subjects, tasks, and times of day. Use these strategies to reduce stress and build a positive emotional environment. Always be guided by your knowledge of each learner and what is right for them.
Download PDF (25 KB)
Key questions to consider when planning lessons
Nine self-review questions, aligned to the UDL guidelines, which support teachers to think about: how learners will engage with the lesson, how information is presented to learners, and how learners are expected to act strategically and express themselves.
Publisher: CAST
Download PDF
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Read time: 20 min
Publisher: Tokona Te Raki | Māori Futures Collective
Next steps
More suggestions for implementing the strategy “Collaboratively planning a universally designed learning environment”:
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Current page Design flexible learning opportunities
Return to the guide “Collaborative planning for learning”
How to use this site
Guide to Index of the guide: Collaborative planning for learning
Strategies for action:
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Collaboratively planning a universally designed learning environmentShow suggestions for Collaboratively planning a universally designed learning environment
- Build reciprocal relationships
- Adopt collaborative approaches
- Strengthen student agency
- Provide support for whānau
- Design flexible learning opportunities
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Making a collaborative learning support planShow suggestions for Making a collaborative learning support plan
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Coordinating community and cluster-wide learning supportShow suggestions for Coordinating community and cluster-wide learning support
