Questions to guide our thinking when creating curriculum . . .

adapted from New York City Department of Education's Universal Design for Learning

Universal Design for Learning (UDL) is a set of principles that provides teachers with a structure to develop instruction to meet the diverse needs of all learners. A research-based framework, UDL suggests that each student learns in a unique manner so a one-size-fits-all approach is not effective. By creating options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning, instruction can be customized and adjusted to meet individual student needs.

What Supreme Education Council Learning Standards for this grade are being addressed? 

CONCEPTS TO CONSIDER

What concepts does the student need to know --so that they will be able to complete the task/unit successfully? 

How will I prepare students who have not yet mastered these concepts --so that they will be able to complete the task/unit successfully? 

What concepts will the student learn after the completion of task/unit? 

SKILLS TO CONSIDER

What prerequisite skills does the student need to have mastered --so that they will be able to complete the task/unit successfully? 

How will I prepare students who have not yet mastered these skills --so that they will be able to complete the task/unit successfully? 

What new skills will the students have mastered upon completion of the task/unit? 

PROVIDE MULTIPLE MEANS OF REPRESENTATION

How am I going to ensure that key information is equally perceptible by all students --so that they will be able to complete the task/unit successfully? 

How am I going to ensure accessibility, clarity, and comprehensibility for all students--so that they will be able to complete the task/unit successfully? 

How am I going to provide the necessary scaffolds to ensure that all students have access to knowledge and can assimilate new information--so that they will be able to complete the task/unit successfully? 

PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION

Have materials been provided with which all students can interact, navigate, and express what they know--so that they will be able to complete the task/unit successfully? 

Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment--so that they will be able to complete the task/unit successfully? 

How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic --so that they will be able to complete the task/unit successfully? 

PROVIDE MULTIPLE MEANS OF ENGAGEMENT

Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences among students--so that they will be able to complete the task/unit successfully? 

Have I provided options for students who differ in motivation and self-regulation skills --so that they will be able to complete the task/unit successfully? 

Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect --so that they will be able to complete the task/unit successfully? 

PROVIDE CONCRETE EXAMPLES FOR TEACHERS TO VIEW

Wherever possible, have I provided teachers with authentic examples of models, scaffolds, and strategies?