The first time they investigated the impact of setting in“ The City of Ember,” students chose between written analysis and sketching. Later in their novel study, they were given two additional options: creating a timeline of events and mapping out connections through hexagonal thinking.
TAKING TIME TO REFLECT
Another important aspect of UDL is reflecting on the learning process. With a focus on student agency and inquiry-based learning, reflection is a natural extension of Falk’ s mission.“ Since they have such a voice in the learning,” Greif says,“ I also bring them into the reflection process.”
“ You have to have conversations around the learning environment itself, so: How do we make a good choice? How do we know what choice might be a good fit for me as a learner and my strengths? And reflecting on: What choice did I make last time? Did that fit me? Should I make a different choice?”
According to fifth graders, learning choices depend on a lot of things, including their strengths and interests and how they’ re feeling on a particular day.“ Depending on my mood, I might want different things,” Greif recalls one student sharing. Others add,“ If I’ m not feeling like reading the book, I can sit and listen to the book, or if I feel like I want to engage in more discussion, I can sit with you, Dr. Greif.”
Giving students agency in how they express knowledge doesn’ t only align with UDL principles— it also supports Falk’ s belief that“ children construct their own learning”( Falk’ s Progressive Education Tenets, 2025).“ The learning’ s really in their hands,” Greif says,“ and it allows me space to work one-on-one, look at student interest, you know, help them build their strengths.”
Having options also empowers students to be more resilient and self-aware. If a student chooses written analysis one day and finds it too challenging or constricting, they know they can choose a different pathway next time instead of becoming frustrated or giving up.
Rather than limiting everyone to one kind of thinking, UDL creates space for all learners and helps students thrive by finding and playing on their strengths. As Greif puts it,“ It gives them creativity to showcase their knowledge and not just be narrowed into one pathway of understanding.”
“ They’ re developing that metacognition skill to know, this was a really good choice for me in this space or, you know, maybe this didn’ t start out as the right choice, but I recognize that, so now I can make a different choice.”
Greif says she’ s grateful for her students’ partnership in the learning process. If something doesn’ t go as planned,“ we can reflect and rethink together on how we might make it better.”
Accommodating Vastly Unique Learners
By designing lessons that meet all students’ needs, UDL creates equity in the classroom and fosters academic and social-emotional growth. When children are given the opportunity to discover and nurture their unique strengths instead of conforming to a one-size-fits-all approach, learning becomes far more engaging and provides a way to celebrate the diverse ways students’ brains think and learn.
As Greif puts it, all students are vastly unique learners, and with UDL,“ you can design learning experiences that really accommodate and meet them. It’ s studentcentered learning at its best.” ■
FALK LABORATORY SCHOOL | UNIVERSITY OF PITTSBURGH 9