Design options for strategy development
Action and Expression guideline
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Why this matters
Why this matters
Taking ownership of learning involves setting goals, anticipating challenges, organising resources and monitoring progress.
Offer learners a range of tools and approaches that are accessible and customisable.
Single approaches may create unnecessary challenges and impact engagement and achievement (CAST, 2024).
Design options for strategy development prompts us to reflect on ways 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?
Set meaningful goals
Set meaningful goals
Clear, meaningful goals help learners plan, choose the right tools, track progress, and adjust strategies along the way (CAST, 2024).
Anticipate and plan for challenges
Anticipate and plan for challenges
Once a goal is set, provide learners time to plan their strategy and choose helpful tools.
Planning helps reduce barriers and supports motivation and focus (CAST, 2024).
Organise information & resources
Organise information & resources
Working memory acts like a mental “notepad” for holding and using the newest information.
Offer tools where learners can store and organise information (CAST, 2024).
Enhance capacity for monitoring progress
Enhance capacity for monitoring progress
Consider the variability of learners when selecting a range of self-reflection tools and approaches.
Ensure approaches are accessible and customisable (CAST, 2024).
- Use visual tools like before-and-after photos, graphs, or portfolios to help learners see their progress over time.
- Help learners explore and identify which types of feedback are most useful based on their preferences, goals, and learning contexts.
- Offer templates that support self-reflection on the quality and completeness of their work.
- Model different self-assessment strategies, such as role-playing, peer reviews, or video reflections.
- Provide checklists, rubrics, models, and examples to support learners in evaluating their work.
Challenge exclusionary practices
Challenge exclusionary practices
Listen to learners and their whānau about what supports learning and what gets in the way (CAST, 2024).
- Provide regular community, whānau, class or individual reflection sessions to learn about what is working and what is getting in the way.
- Work as individual teachers, teaching teams and as a whole staff to develop concrete and specific actions for addressing exclusionary practices and building inclusive communities.
- When an exclusionary practice is identified, use community-based practices such as restorative practice to guide the restoration process.
- Ensure that all participants in discussions are aware of any actions that are taken.
Source: Challenge exclusionary practices: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)
Next steps
More suggestions for implementing the strategy “Design multiple means of Action and Expression”:
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Guide to Index of the guide: Collaborative planning for learning
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- Understanding 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
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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
