Teach, evaluate, and revise against the UDL guidelines
Suggestion for implementing the strategy ‘How to plan using UDL’
On this page:
On this page:
Current page section: Teach, evaluate, and revise
Go to top of current page: Teach, evaluate, and revise
Go to top of current page: Teach, evaluate, and revise
Go to top of current page: Teach, evaluate, and revise
Teach, evaluate, revise
Teach, evaluate, revise
The process of applying UDL is iterative and cyclical.
Reflect on how the design supported learner variability and minimised barriers for learners.
![11709 [UDL-thinking-teach-evaluate-refine.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/UDL-thinking-teach-evaluate-refine__ScaleMaxWidthWzEwODZd.jpg)
Approaches to reflection
Approaches to reflection
Engage in reflection processes that suit your context.
- Invite a colleague to observe you and meet to discuss.
- At the beginning of the lesson, let students know what you are working on and ask for their feedback at the end.
- Video yourself.
- Take photos during the lesson to prompt reflection later.
- Following teaching discuss the lesson with a colleague or mentor.
- Write a reflective blog post.
- Jot down thought or a quick sketch in a UDL-focussed journal or notebook - what am I learning/notes from the field.
- Establish a small UDL support group and reflective on practice together.
Seeking feedback from students
Seeking feedback from students
Ask students how you can improve your teaching.
Reflection questions
Reflection questions
Following teaching, a reflective teacher considers the effectiveness of the lesson design.
- How effective was the design in minimising or removing the identified barriers to learning?
- Were students successful in achieving the learning goal? What contributed to this?
- What would I do differently and why (aligning this reflection to the UDL guidelines)?
Useful resources
Useful resources
UDL progression rubric
Breakdown of the UDL guidelines into three levels of implementation: emerging, proficient, progressing towards expert practice.
Publisher: CAST
Next steps
More suggestions for implementing the strategy “How to plan using UDL”:
-
Current page Teach, evaluate, and revise
Return to the guide “Universal Design for Learning”
![11449 [Universal-Design-for-Learning-002.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Universal-Design-for-Learning-002__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Universal Design for Learning
Understand:
- Why UDL is valuable
-
Find out about UDLShow suggestions for Find out about UDL
Strategies for action:
-
Provide multiple means of EngagementShow suggestions for Provide multiple means of Engagement
-
Provide multiple means of RepresentationShow suggestions for Provide multiple means of Representation
-
Provide multiple means of Action and ExpressionShow suggestions for Provide multiple means of Action and Expression
-
How to plan using UDLShow suggestions for How to plan using UDL
-
Design considerations in primary settingsShow suggestions for Design considerations in primary settings
-
Design considerations in secondary settingsShow suggestions for Design considerations in secondary settings
-
Design considerations in NCEA assessmentsShow suggestions for Design considerations in NCEA assessments
