Features
Universal Design for Learning in Action
COLLABORATIVE APPROACH
Incorporating UDL into the lesson-planning process requires backward design thinking, Greif says. First, you identify an end goal, then you work backward to find the UDL pathways available to meet that goal.
While it can sometimes be challenging to find a groove, there are plenty of places teachers can turn to for support. The nonprofit organization CAST, for example, produces dozens of UDL guidelines and organizers, and social media contains hundreds of ideas and sample lessons for teachers who need inspiration.
Falk teachers also have the benefit of working with the Student Services team, which includes three learning support specialists and one academic interventionist.“ They’ re fantastic,” Greif says,“ because they provide options for different pathways to meet a learning goal.” It can also be helpful to collaborate with grade-level teachers to get a sense of what’ s working well in similar classroom environments.
Outside of grade-level groups, Greif says it’ s been inspiring to see and hear about UDL in other settings around the building. One of Falk’ s core beliefs about progressive education is that learning“ looks different based on the age and grade level of the student, but the core tenets should stay the same”( Falk’ s Progressive Education Tenets, 2025). This principle is routinely applied at Falk, and teachers have spent several faculty meetings this school year sharing their unique applications of UDL.
“ The [ UDL ] book club [ s ] and hearing about other people, I feel like, is so inspiring because it’ s cool to see it in different spaces,” Greif says.“ I see [ UDL ] in a fifth-grade setting, but hearing about it in kindergarten, hearing about it in music theory— we also looked at it in Middle School science— it was just unique to see how there are common characteristics but different teachers kind of take it and make it their own.”
In Eileen Coughlin’ s class, for instance, Middle School students work toward very specific scientific milestones but are often given flexible pathways to reach them. For an upcoming chain reaction machine project, Coughlin says, all students must meet the established requirements and check all the boxes, but they can pick their machine’ s theme, establish their own process, and choose a presentation style that works best for them.
Laura Greif reading“ City of Ember” with her fifth-grade students.
Throughout the school year, they learn to share their scientific findings through lab reports, research posters, and slideshows, leaning into the UDL principle that multiple means of expression lead to increased engagement and equity.
Even more strictly defined assignments can be“ adjusted to what each kid needs and how they learn,” Coughlin adds, and“ I give kiddos certain jobs I know they can be successful at.” For example, a student who enjoys working with their hands might be assigned as the group materials person, while someone who enjoys writing might take the lead on notetaking. At the end of the day, every student develops the scientific skills they need for high school, but the shared goal doesn’ t drown out any individual’ s unique interests or needs.
BUILDING IN CHOICE
To provide multiple means of engagement, it’ s important to incorporate choice and autonomy into any UDL lesson. However, it’ s also critical to balance these choices with structure.“ There’ s choice built in,” Greif explains,“ but it’ s intentional and purposeful so that they can be successful in it.”
On class reading days, for example, Greif’ s fifth graders can choose between four defined options: reading independently at their desks, listening and following along with the audiobook, reading aloud with a partner, or sitting with her for group-based reading and reflection.
In some cases, it can also be helpful to start with a small number of choices— two or three, for instance— and introduce more once the scaffolding and expectations are set. This is the pattern Greif’ s class followed for setting analysis.
EN AVANT | 2025 ISSUE