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Universal Design for Learning (UDL) is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga.

When we use UDL, we anticipate barriers to learning in the design of the environment,  and plan in a range of useful supports, options and tools so each ākonga can select what works for them.

UDL is based on neuroscience and evidence-based educational practices.

(Adapted from Allison Posey, CAST 2022).

• UDL Frequently asked questions page.
• Reducing barriers for ākonga page.

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The UDL Thinking Cycle is one of many approaches to planning using UDL. 

The Thinking Cycle is explained below, or check out our interactive UDL Thinking Cycle.

 

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Step one: What do we know about the people and the context?

Ask yourself,

What do we know about the ākonga?

• Cultures, languages and identities
• Connections to place
• Ākonga strengths
• Prior knowledge and experience
• Specific needs and preferences
• What’s on top for ākonga
• Wellbeing and morale

What do we know about the context?

• Time of day, time in the week
• Environment: online, face-to-face, field trip
• Familiar or unfamiliar activity or setting

Step two: What's the goal and purpose?

Ask yourself:

• What is the goal?
• Why are we doing this?
• What could success look like?

Can these be co-designed with ākonga?

Step three: Identify possible barriers to learning in the design

Ask yourself,

What in our design could create inequity and discrimination?​

What may create barriers to: ​

• engagement and motivation
• accessing and understanding information ​
• participating in learning and expressing what they know.

For more information, go to our reducing barriers for ākonga page.

Step four: Identify universal supports

Ask yourself,

What supports, options and tools might be useful for some that we can offer to everyone?

Step five: Make a plan supported by UDL Guidelines

Make and implement a plan to support ākonga variability

• Allow what you know about ākonga to influence the design​
• Address key barriers
• Build in useful options and universal supports​
• Organise feedback approaches.

Then check and refine plan using the prompts below. These prompts have been adapted from Key Questions to Consider When Planning Lessons.

They are organised using the three UDL Guidelines, which are grounded in the concept of neuro-variability. Read more about UDL and the Learning Brain. 

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Provide multiple means of Engagement

Affective networks: The 'WHY' of learning

Ask yourself:​

Does the lesson provide options that can help all ākonga:​

• Regulate their own learning?​
• Sustain effort and motivation?​
• Engage and interest all ākonga?​

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Provide multiple means of Representation

Recognition networks: The 'WHAT' of learning

Ask yourself:​

Does the lesson provide options that can help all ākonga:​

• Reach higher levels of comprehension and understanding?​
• Understand the symbols and expressions?​
• Perceived what needs to be learned?

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Provide multiple means of Action and Expression

Strategic networks: The 'HOW' of learning

Ask yourself:​

Does the lesson provide options that can help all ākonga:​

• Act strategically?
• ​Express themselves fluently?​
• Physically respond?

You can find out more about the UDL Guidelines on the CAST website

Step six: Teach, evaluate, revise

Ask yourself:

• What options, universal supports and strategies worked well?​
• How will the feedback influence my design?​
• What will I try next time?

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The templates below are there to help you to use UDL when you plan your teaching. Download them and fill them in either on your own, or alongside your colleagues:

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