In high school, there was an amazing competition called Creative Awareness. As students, we had the opportunity to compete in the creative arts (painting, cooking, music, dance) to community judges, and there were real cash prizes. Everyone from the community came out for the showcases, and if memory serves me right, my sister Lindie brought home enough prize money to send our family to the moon. Worry not, I did not come home empty-handed. I took 3rd place in the baking competition with my Aunty Patti's Treasure Chest Bars.
As my parents and siblings will attest, I was no talented baker, but I was given a rubric for how the competition would be scored, and I got to work. Once I knew what the judges were looking for, I was able to set goals and a strategy. Third place, baby.
We often create checklists and rubrics for our learners so they have a better example of what it means to be successful. Just like my own Creative Awareness experience, some of you would love to know what people are "looking for" when assessing the implementation of Universal Design for Learning (UDL). Certainly, there are look-for tools that educators, schools, and districts can use to assess UDL implementation, but sometimes, those tools don't provide enough information about concrete strategies, reflection questions, or why each look-for is important. Worry not — we've got you.
My colleagues at Novak Education and I created a tool to help educators answer the question, "What does UDL look like?". Check out the list of areas below, and download the resources that break down what the focus area is, why it is important, how to bring it to life, and how it impacts students, as well as questions for evaluating effectiveness.
Grade-level learning objectives must be visible to students and referred to throughout the lesson. While this may sometimes feel like a compliance task, it’s actually crucial for supporting all learners. UDL emphasizes firm goals with flexible means, so teachers need to be clear about the lesson's purpose. The learning objectives should be grounded in standards, allowing for flexibility in how students work toward them. Posting objectives on the board without discussing them excludes students who may struggle to decode the written text, and sharing them verbally alone may hinder learners with auditory processing challenges. By making learning goals visible and revisiting them regularly, teachers help ensure that all students understand the purpose of their learning and remain focused on their objectives.
The learning environment and lesson design should affirm the identity of all students. Every student brings their own cultural, linguistic, and personal experiences to the classroom, which shape how they learn. Teachers should create environments that reflect and honor the diverse identities of their students by incorporating visual displays and materials that represent different backgrounds. Moreover, encouraging students to contribute their own materials or ideas helps foster a more inclusive space. Building structures that allow students to connect with their peers also helps cultivate a sense of belonging, which is crucial for student engagement and success.
Addressing all students' social and emotional needs is essential to creating a productive learning environment. When students feel safe and emotionally supported, they are more likely to engage in learning. Allowing students to practice self-regulation techniques, such as taking a break, helps them manage their emotions during the lesson. Structured opportunities for students to reflect on their emotions and motivations also enhance self-awareness, enabling them to better understand their learning process. Additionally, giving students opportunities to make responsible decisions and reflect on the consequences of their actions supports their growth in both the academic and social-emotional realms.
Effective classrooms foster a sense of collaboration and community among students. Learning is inherently social, and research shows that students often retain information better when they can engage with others. Activities that emphasize collaboration, communication, and mutual respect help students build essential relationship skills and create a supportive classroom environment. Providing scaffolds, such as group norms and sentence stems, ensures all students can contribute meaningfully to collaborative work. Peer-to-peer feedback and problem-solving further deepen students' connections with each other, enhancing both academic and social growth.
Students should have flexibility in how they learn and from which resources they access information. Learning is not one-size-fits-all, and students bring different preferences, strengths, and needs to the classroom. Offering multiple resources—whether it's books, videos, or collaborative work—gives students more control over how they build understanding. Additionally, students should be encouraged to select learning methods that best align with their interests and personal learning preferences, whether through inquiry-based learning, blended learning, or other models. This flexibility enables deeper engagement and helps students take ownership of their learning.
Students should have flexibility in how they learn and the resources they use to access information. Learning isn't one-size-fits-all, as students bring diverse preferences, strengths, and needs to the classroom. Providing a range of resources—such as books, videos, or collaborative activities—gives students more control over how they understand new material. They should also be encouraged to choose learning methods that align with their interests and strengths, whether that’s through inquiry-based learning, blended learning, or other approaches. This flexibility promotes deeper engagement and empowers students to take ownership of their learning.
Formative assessment data is essential for guiding instruction and providing meaningful feedback. In UDL classrooms, teachers use formative assessments to check students’ understanding and adapt instruction to meet their needs. By providing action-oriented feedback based on these assessments, teachers can reteach or extend learning for different groups of students. Formative assessments also allow for flexible grouping, where students receive targeted feedback and support based on their progress. This approach ensures that all students are working toward mastery of the learning objectives.
Flexible assessments are crucial for ensuring that all students can demonstrate their learning in ways that align with their strengths. UDL emphasizes construct-relevant assessments, meaning that assessments should measure what they are intended to without unnecessary barriers. By offering students multiple options—such as presentations, written work, or projects—teachers allow them to choose the best way to demonstrate their understanding. Importantly, all assessment formats must be evaluated using the same rubric to ensure consistency and high expectations for all learners.
In UDL classrooms, students should regularly self-assess and reflect on their learning choices and progress. Teachers can provide supports, such as graphic organizers or reflective prompts, to guide students through this process. Self-reflection encourages students to connect their learning strategies to their goals and think critically about what adjustments they can make to improve. This metacognitive process helps students take ownership of their learning and develop the skills they need to succeed independently.
Student feedback is a critical component of the UDL framework, as it provides insights into what is working and what could be improved in the classroom. Teachers should actively seek feedback from students, both formally and informally, on how lessons are meeting their needs. This could be through surveys, exit tickets, or community circles, where students can voice their thoughts on the lesson structure and learning environment. By incorporating student feedback, teachers can make necessary adjustments to improve engagement and learning outcomes. Additionally, inviting students to propose alternatives to how they learn or demonstrate their understanding fosters a more personalized and responsive learning experience.
With these look-fors, you can begin or continue your journey to more inclusive, engaging classrooms through UDL. We’d love to hear how your team implements these strategies and see the impact they have on student outcomes!
(Updated to reflect changes in UDL Guidelines 3.0)