Universal Design for Learning (UDL) Lesson Planning Guide

To see an example of a lesson that uses this process, click here for a Year 7 poetry lesson example.

Step 1 – Define the Lesson Goal

Key questions to consider:

  • What will students know, do, and care about in this lesson?
  • What is the primary goal, and how does it support learning?
  • Have I separated the primary goal from other parts of the lesson?

Prompts for lesson planning:

  • Is my goal clear and specific?
  • Have I ensured the goal supports a range of students’ interest, effort, and self-regulation?

Step 2 – UDL Variables

Engagement – Supporting student interest and motivation

  • Provide choice to capture student interest.
  • Offer collaborative learning options to sustain effort.
  • Incorporate self or group reflection to support self-regulation.

Reflection questions:

  • What are the expected barriers to student engagement?
  • What one or two design strategies can be included to increase engagement?

Representation – Making content more accessible

  • Present information in multiple ways (visuals, text, audio).
  • Clarify vocabulary and provide scaffolding for language.
  • Activate background knowledge to improve comprehension.

Reflection questions:

  • What are the expected barriers to student comprehension?
  • What one or two design strategies can be included to support diverse learners?

Action & Expression – Supporting students in demonstrating what they know

  • Use different tools for physical action (e.g., speech-to-text, manipulatives).
  • Allow for multiple media for expression (e.g., presentations, drawings, videos).
  • Guide students in goal-setting to support executive function.

Reflection questions:

  • What are the expected barriers to student action and expression?
  • What one or two design strategies can be included to increase accessibility?

Step 3 – Implement the Lesson and Reflect

Key questions to ask during instruction:

  • Are students using the available options, resources, and tools effectively?
  • Where are students getting stuck, and what adjustments can I make?
  • Is the lesson staying focused on the intended goal?

Post-lesson reflection questions:

  • Did all students progress toward the goal? How do I know?
  • How did my design reduce barriers?
  • What adjustments should I make for the next lesson?

📌 Tip: Document changes and iterate on lesson design based on student responses.

Additional Resources:

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