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Date
12 June 2025
Link
inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge

Design options for building knowledge

Representation guideline

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Why this matters

Why this matters

Learners differ in their prior knowledge, ways of thinking, and approaches to building knowledge.

By incorporating multiple representations and scaffolded supports, educators can ensure all learners have access to meaningful ways to build knowledge (CAST, 2024).

Design options for building knowledge prompts us to consider learner variability at the outset and offer options to:

This guideline also reminds us to consider:

  • How will these options support learners in reaching their goals?
  • Could any of these options create barriers or unnecessary challenges?
  • Will all learners have fair and equal access to high-quality choices?
  • How do these options reflect and respond to learner variability?

Source: Design options for language and symbols: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Connect prior knowledge to new learning

Connect prior knowledge to new learning

Information is easier to understand when it connects to prior knowledge.

Barriers arise when background knowledge is missing or not recognised as relevant (CAST, 2024).

Text version of content (PDF).

Connect prior knowledge to new learning

Source: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Source:
UDL Guidelines 3.0 | CAST (2024)
https://udlguidelines.cast.org/representation/building-knowledge/prior-knowledge/

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Highlight and explore patterns, critical features, big ideas, and relationships

Highlight and explore patterns, critical features, big ideas, and relationships

Provide a range of explicit cues or prompts and highlight previously learned skills (CAST, 2024).

Text version of content (PDF).

Highlight and explore patterns critical features big ideas and relationships

Source: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Source:
UDL Guidelines 3.0 | CAST (2024)
https://udlguidelines.cast.org/representation/building-knowledge/patterns-features/

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Cultivate multiple ways of knowing and making meaning

Cultivate multiple ways of knowing and making meaning

Provide multiple ways to make meaning, supported by models, scaffolds, and feedback (CAST, 2024).

 

Give learners chances to practice different strategies so they can apply them independently when needed:

  • Introduce learners to different ways cultures and communities build and share knowledge in Aotearoa and the wider Pacific region (wānanga, talanoa, storytelling).
  • Use clear, step-by-step prompts to help learners build knowledge sequentially.
  • Offer different tools (for example, tables, algorithms) to support making connections between information.
  • Use interactive models that support exploration and deeper understanding.
  • Provide multiple entry points and flexible learning pathways through content (for example, through drama, literature, film, or media).
  • Break information into manageable chunks to reduce cognitive overload.
  • Release information gradually (for example, with sequential highlighting) to support focus.

Source: Cultivate multiple ways of knowing and making meaning: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Maximise transfer and generalisation

Maximise transfer and generalisation

Learners vary in the amount of scaffolding they need to transfer their prior learning to new ideas, concepts and contexts (CAST, 2024).

  • Checklists, organisers, sticky notes, and electronic reminders.
  • Mnemonic strategies, visual imagery, or paraphrasing strategies.
  • Explicit opportunities for the review and practice of new concepts or skills, including social skills.
  • Templates, graphic organisers, and concept maps to support note-taking.
  • Scaffolds that connect new information to prior knowledge (for example, word webs, half-full concept maps).
  • Embed new ideas in familiar ideas and contexts (for example, use of analogy, metaphor, drama, music, film, etc).
  • Generalise learning to new situations (for example, using algebra to calculate the cost of materials for a new school bench).
  • Regularly revisit key ideas and linkages between ideas.

Source: Maximise transfer and generalisation: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Useful resources

Useful resources

Website

Design options for building knowledge (UDL Guideline)

This UDL guideline helps educators support learners to recognise and manage emotions and behaviours, and empathise with others. As learners will vary in their emotional capacity, offering a range of support options is recommended.

This guideline supports the UDL Engagement principle.

Publisher: CAST (2024)

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Next steps

More suggestions for implementing the strategy “Design multiple means of Representation”:

Return to the guide “Universal Design for Learning”

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