Universal Design for Learning, or UDL, is a simple planning approach. It asks teachers to offer different ways to present information, let students show what they know, and keep learners engaged. UDL aims to remove common barriers while keeping high expectations for all students.
You do not need to redesign your entire curriculum. Small changes in one lesson can help many students. Many of these moves take little time to prepare and fit into a normal school day.
One-sentence takeaway: 10 low-prep, high-impact strategies to make lessons more accessible and engaging immediately.
This piece shows practical steps you can prepare tonight, moves to use during class, and simple assessment and culture ideas. Pick one to three strategies to try tomorrow and adjust after you see what works for your students.
Planning and Materials (strategies you can prepare tonight)
Provide multiple means of representation
Plan to offer the same content in two or three forms. For one lesson, prepare a short captioned video, a one-paragraph text summary, and a clear visual or diagram. Students use the format that fits them best or that they need at the moment.
Caption videos with the tools in your learning platform or with free online captioning. Write a text summary that highlights the main idea and two key facts. Save the visual as an image file and place it in the lesson folder so you can show it on a projector or send it to students.
Label each resource with a short note on purpose and time. For example, write “watch 3 minutes for the main idea” or “read 2 minutes for details.” These labels help students pick the right resource and save you time during class.
Create a simple choice board
Set up a one-page choice board with three rows and three columns. In the first row offer ways to learn the content, such as read, watch, or do a demo. In the second row offer ways to practice, such as a worksheet, a hands-on task, or a short game. In the third row offer ways to show learning, such as a written paragraph, a poster, or a voice recording.
Keep each square low prep. Link to a page, list a quick prompt, or attach a sentence starter. Use the same board format for several lessons so students learn the routine and you reuse the same template.
Make copies tonight: one editable document and one printable. Add time estimates and a success criterion for each choice. This helps students pick an option that fits their needs and the time you have in class.
Prepare flexible materials and stations
Gather a mix of printables, digital files, and a few small manipulatives that match your lesson. Print a few worksheet copies, prepare a shared online doc, and set out tools like counters or colored pens. This gives students different ways to interact with the same task.
Set up materials in labeled trays or folders so you can switch stations in one minute. Put digital links on a single slide or QR codes on a card. Keep a box of spare pencils and headphones so students do not wait for supplies.
Plan a brief sign or instruction for each station that tells students the goal and the time limit. Limit choices at each station to one or two clear options. That keeps transitions smooth and lowers the chance that materials slow down your lesson.
Instructional Moves to Use During Lessons
Use quick, low-stakes formative checks
Start each lesson with a one-question poll or a two-minute write to see what students know now. Use simple tools you already have, such as hand signals, a class poll, or a shared document that students edit for a minute.
Pause after a key idea and ask for a one-sentence summary or a thumbs up/down on understanding. Collect answers and use them to decide whether to reteach, give a short example, or move on.
Keep the checks low risk. Frame them as information for you, not grades for students. When you share the result, describe one clear next step for the class or for small groups.
Scaffold with clear goals and models
Begin with a short learning target written in student language and a visible success criterion. State what students will do and how you will know they met the goal.
Model the task with one clear example and think aloud as you work. Then do a guided practice with students before asking them to try independently.
Break the task into small steps and post them where students can see them. Offer sentence starters or a checklist for each step so students can follow the model on their own.
Offer multiple means of engagement
Open the lesson with a brief hook that connects to a student interest or a real-world question. Keep hooks short and tied to the day’s goal so students see relevance quickly.
Give students choices during practice, such as working alone, with a partner, or using a hands-on tool. Offer a small menu of task difficulty so students can pick a fit for their current level.
Use short movement breaks or a two-minute focus activity when energy drops. Rotate engagement formats across the class so students get variety and stay involved.
Allow multiple means of action and expression
Tell students the required outcome but let them choose how to show it. Accept a written paragraph, a sketch, a short audio clip, or a brief video when those formats fit the task.
Give clear constraints for each format, such as time limits, length, or a checklist of required points. This keeps work comparable and lowers stress about format choices.
Offer simple tech and nontech options so all students can participate. When you grade, focus on the criteria in the rubric rather than the mode students chose to express their learning.
Assessment, Feedback, and Classroom Culture
Use flexible assessments and simple rubrics
Give students a few clear ways to show what they know. Offer options such as a short written response, a recorded explanation, or a hands-on demo. Let students pick the mode that fits their strengths and the task.
Use a simple rubric with three to four criteria. Keep each criterion short and concrete, for example accuracy, clarity, and use of evidence. Share the rubric before students begin so they know what counts.
Allow short revisions or a second try based on feedback. Ask students to apply one specific suggestion from the rubric when they revise. That helps them learn from feedback and improves the quality of work you collect.
Build peer supports and cooperative routines
Teach clear roles for group work and practice them for a few minutes. Use role cards that say who is listener, who is recorder, and who is checker. Change roles each time so students build a range of skills.
Give students simple sentence frames for feedback, such as I like, I wonder, and one question. Train pairs to use these frames during peer review. This keeps feedback focused and useful.
Use small, structured formats to share work, such as a short presentation or a jigsaw task. Keep group time short and tied to a clear goal so students stay on task and learn how to rely on each other.
Ensure basic accessibility of materials and environment
Check that materials are readable and easy to use. Use a plain font at a clear size, keep high contrast, and break long text into short chunks. Add alt text to images and provide files in simple formats like accessible PDFs or text files.
Caption videos and share transcripts when you can. Provide headphones and a quiet work area for students who need less noise. Place frequently used supplies within reach and keep pathways clear so students move safely.
Make small seating choices available, such as an option to stand, sit on a cushion, or move a chair. These simple adjustments reduce barriers and let more students focus on the learning task.
Actionable Checklist
Use this checklist to pick one to three actions to try tomorrow. Each item links to a strategy above. Share the list with students if you want them to choose or prepare in advance.
Try one action and note what works. Change one detail the next time you teach the lesson. Keep a short record so you can see patterns that help your class.
Below is a ten-item checklist you can use right away. After the checklist, you will find short pros and cons of starting all at once versus phasing in changes.
- Upload a captioned video, a one-paragraph summary, and a clear image to the lesson folder.
- Make a 3×3 choice board template and add time estimates for each option.
- Prepare labeled trays or a slide with station links and set out spare supplies.
- Plan a one-question poll or a two-minute write for the lesson opener.
- Write a student-friendly learning target and show one model example.
- Prepare a short hook and offer two practice formats: solo and partner.
- List three ways students may show learning and give a constraint for each.
- Draft a simple rubric with three clear criteria and share it before work begins.
- Print role cards and feedback frames for group tasks.
- Check one lesson file for readable font, alt text on images, and captions on videos.
Pros and cons
- All at once — Pro: You may see big gains quickly; Con: It can overwhelm students and routines.
- Phase in — Pro: You can train routines and adjust based on results; Con: It may take longer to see wide impact.
Small UDL moves make lessons clearer and fairer for more students. They give students choices while keeping high standards. They also give you more useful information about learning so you can adjust instruction.
Pick one to three strategies to try tomorrow. Plan them tonight, tell students what will change, and collect a short piece of evidence such as an exit ticket or quick poll. Use that evidence to decide one small change for the next class.
You do not need to redesign your whole program. Use the same template or routine for several lessons so students learn the pattern. Keep a brief note on what worked and what to tweak and iterate from there.