Back in my school days, group projects were my chance to take charge. I’d dive right in, breaking down tasks and assigning roles—meticulously organizing everything to make sure things ran smoothly. But, as always, I’d end up doing most of the work. Why? Because I was just a bossy pants, insisting everything be done my way and on my timeline. And, of course, that same tendency followed me into my early teaching career.
Just like I did in school, I found myself doing all the prep work in my classroom. Yep, I was carrying that load all on my own!
I often hear fellow teachers express concern when it comes to implementing Universal Design for Learning (UDL). The reactions are always the same: 'I don’t have time for this' or 'How can I possibly add one more thing?' But here's the truth that will set you free: effective UDL implementation doesn’t mean more work for us—it means sharing the design process with our students, freeing up our time to do what we love!
At its core, whether you're teaching preschoolers or adult learners, most learning objectives fall into two categories: content standards and method standards
When dealing with content standards—those that show a student has attained knowledge—rather than designing multiple options for students to choose from to demonstrate their learning, simply present the learning objective and let them generate the possibilities. For example, you might say, 'Today, everyone needs to explain the causes of the American Revolution. How would you like to demonstrate your understanding?
The fascinating reality is that most student-generated options typically fall into four main categories:
Within these categories, students often come up with creative variations. Some might suggest writing a poem, while others might propose creating a video explanation. The key is letting their creativity drive the process while ensuring the core learning objective remains intact. It’s also important to have a super clear rubric so that assessing their work is efficient and aligned to the objective
When working with method standards—demonstrating that a student has learned how to do something and attained a skill—the same student-led approach applies. Instead of prescribing a single method, like writing an essay, open the floor for student input. Some students might prefer handwriting their drafts, others might choose freestyle writing, and some might work better with note cards. The goal is to give students ownership of the process while still meeting the skill’s requirements
For younger students, you'll want to build in time to practice different approaches before they can make informed choices about what works best for them. This investment in experimentation pays dividends in helping students build life skills such as self-awareness and independence.
A common concern is how to fairly assess such diverse demonstration methods. The solution is surprisingly simple: use one standards-based rubric focused on the learning objective. You can even utilize an AI tool to help create a quick standards-based rubric that outlines clear success criteria. This approach ensures you're evaluating mastery of the standard itself, regardless of the presentation method, allowing you to identify both students who have achieved mastery and those who need additional support.
Tip! To help increase student buy-in, you can co-plan the rubric with your students in class. This would be best served for students secondary and up!
The real transformation happens when we shift from viewing UDL as additional teacher prep work to seeing it as an opportunity for classroom co-planning. This approach:
By shifting to a student-led approach, we achieve multiple goals simultaneously. Students develop crucial skills in self-advocacy and creative problem-solving while taking ownership of their learning. Teachers can focus their energy on facilitating learning rather than creating multiple options in isolation. Most importantly, this approach returns precious evening hours to teachers while creating more engaging, effective learning experiences for students.
Remember, the goal isn't to create more work for yourself – it's to shift the design process into the classroom where it belongs, creating a collaborative learning environment that benefits everyone involved.
Reap the benefits of Universal Design for Learning and a Student-Led Classroom. Contact us to get started on creating a step-by-step professional development plan.