A Tool for Creating Universally Designed Learning Spaces that Thrive in Urban Ed

In the heart of every classroom lies the potential for transformation—a space where every student feels seen, valued, and empowered. As educators, our mission goes beyond simply delivering content; it's about crafting experiences that resonate, engage, and inspire. This is where the art and science of Universal Design for Learning (UDL) come into play. But here’s the thing: UDL isn’t just about the tools or the strategies we employ—it's about the relationships we build and the culture we cultivate. And that’s where Michael Correia’s S.L.I.M strategy shines.

Michael Correia, a 15-year veteran of the Boston Public School district, has seen it all. From the triumphs to the challenges, he’s navigated the complexities of urban education with a commitment to his students that’s nothing short of inspiring. His S.L.I.M strategy—Smile First, Listen with Positive Intent, Be Genuinely Intrigued, and Make Friends—might seem simple at first glance, but it’s a profound approach that can transform our classrooms into universally designed spaces where every student thrives.

Smile First: Setting the Stage for Learning

The power of a smile is undeniable. It’s a universal gesture that transcends language, culture, and background. When we smile first, we open the door to connection. We create a welcoming environment where students feel safe, and where their individuality is celebrated. This simple act sets the tone for a learning experience that’s inclusive from the start.

In the context of UDL, smiling first is about more than just being friendly—it’s about establishing a classroom culture that’s responsive and receptive. When students walk into a space where they’re greeted with a genuine smile, they know they’re entering a place where they can be themselves, where their voices matter, and where they’re encouraged to take risks in their learning journey.

Listen with Positive Intent: Hearing Beyond Words

Listening is an art, especially in a classroom. But listening with positive intent? That’s a superpower. It’s about tuning in to the underlying needs, hopes, and dreams of our students. It’s about hearing what’s not being said and responding with empathy and understanding. 

When we listen with positive intent, we acknowledge that every student comes with their own story. We move beyond assumptions and stereotypes, and instead, we engage with our students as the unique individuals they are. This kind of listening is critical in UDL —it helps us identify barriers to learning that might not be immediately obvious and allows us to design learning experiences that are truly responsive to each student’s needs.

For example,  if a student asks, "Why do we have to learn this topic?" a powerful way to respond is to flip the question and ask, "Do you like to be ready for opportunities?"

The world is constantly evolving, and opportunities often appear when we least expect them. Whether it's a job, a new skill, or a life challenge, being prepared gives you an edge. Learning is about equipping yourself with knowledge and skills that may not seem immediately useful but could open doors in the future. Just like athletes train even when they don’t have a game, we learn so that when opportunities arise, we're ready to seize them.

Opportunities don't wait until you're prepared—they come to those who already are. Learning something new today could mean being ready for that big break tomorrow.

This relates directly to the Pygmalion Effect because a teacher’s belief in a student's potential can profoundly impact how that student performs. When we set high expectations and listen with the intent of seeing each student’s unique potential, we communicate that belief. This can lead students to internalize those high expectations and strive to meet them. Positive listening creates a climate where students feel seen and valued as individuals, breaking through assumptions or low expectations that might limit their growth.

Be Genuinely Intrigued: Curiosity as a Catalyst

Curiosity isn’t just for students—it’s for us, too. When we’re genuinely intrigued by our students, we bring a sense of wonder and excitement to the classroom. We’re not just checking off boxes on a lesson plan; we’re actively exploring the world alongside our students. This approach invites students to see learning as an adventure, one that’s full of discovery and possibility.

Being genuinely intrigued means we ask questions not just to assess, but to understand. We seek out the interests, passions, and talents of our students and incorporate them into our teaching. In a UDL environment, this curiosity fuels the creation of learning experiences that are relevant, engaging, and meaningful. It encourages us to design lessons that connect with students on a deeper level, making learning personal and powerful.

In a UDL environment, being genuinely intrigued by students' interests and passions is key to designing personally, meaningful learning experiences. To do this effectively, the types of questions we ask in the classroom are crucial. Rather than just assessing knowledge, these questions should help us understand our students on a deeper level—their motivations, strengths, and what excites them. In the S.L.I.M. tool, questions are broken down into different aspects of learning, imagination and curiosity to engage our students in deeper thinking.

Types of Questions to Ask Your Students

•  Interest-Based Questions - These questions help identify students' passions and personal interests. By incorporating this knowledge into lessons, you make learning more relevant and engaging. Example: “What hobbies or activities do you enjoy outside of school?” or “What topics would you love to explore more?” The answers to these questions can help embed flexibility into lessons that tap into student interests. If a student loves technology, for example, there could be an option for students to express their understanding of academic content through artistic projects.
•  Strengths and Talents Questions - Understanding students’ strengths allows you to design tasks that play to those abilities, boosting their confidence and ownership of learning. Ask students questions like, “What do you think you’re really good at?” or “What kind of tasks make you feel confident?” If someone is a natural leader, for example, assign them group roles that allow them to guide their peers.
•  Curiosity-Driven Questions - These questions invite students to take ownership of their learning by expressing curiosity. When students are curious, they are naturally more engaged and motivated. You could ask students a question like, “What’s something you’ve always wanted to learn more about?” or “Is there anything in today’s lesson that sparked your curiosity?” Knowing what students are curious about allows educators to design flexible assignments that allow students to pursue individual inquiries. If a lesson is about ecosystems, let students choose whether they want to research rainforests, oceans, or deserts based on what fascinates them most.
•  Reflective Questions - Reflective questions encourage students to connect learning to their own experiences, deepening understanding and relevance. For example, “How does this topic connect to something you’ve experienced in your life?” or “What part of today’s lesson made you think differently?” Questions like these can lead to more meaningful connections and help students see how learning applies beyond the classroom.
• Goal-Oriented Questions - These questions encourage students to take ownership of their learning journey and show that you’re invested in helping them succeed. You can prompt students with questions like “What is something you would like to achieve in this class?” or “How can I help you reach your goals?” Questions like these help create a collaborative goal-setting process where students choose projects or activities that align with their personal goals and the curriculum. This makes learning more purposeful.

Make Friends: Building a Learning Community

Finally, making friends isn’t just about being liked—it’s about building a community of learners. It’s about creating a classroom culture where relationships are at the center, where collaboration is the norm, and where students feel they belong. In this space, learning becomes a shared journey, one that’s enriched by the diverse perspectives and experiences each student brings.

Making friends in the classroom means we’re intentional about fostering connections. We design activities that promote teamwork, we encourage peer support, and we model the kind of respect and kindness we want to see in our students. In a UDL classroom, this sense of community is essential—it’s what makes differentiated instruction possible and what ensures that every student feels supported in their learning journey.

UDL is all about designing multiple means of engagement, representation, and action/expression. It’s about offering students choices, removing barriers, building learner agency, and ensuring that every learner can access and participate in meaningful learning experiences. The S.L.I.M strategy aligns perfectly with these goals. It reminds us that at the heart of UDL is a commitment to understanding and supporting our students as whole people.

So, as we continue to refine our practice and explore new ways to engage our students, let’s remember to smile, listen, be curious, and build connections. Because when we do, we create learning environments that not only meet our students’ diverse needs but also empower them to reach their fullest potential. And that’s the kind of transformation we’re all striving for.

Ensure that every learner can access and participate in meaningful learning experiences. Learn more.