7 UDL strategies you can use on Monday
Universal Design for Learning (UDL) means planning lessons so that most barriers are removed before anyone needs an exception. The current CAST UDL Guidelines 3.0 (July 2024) rest on three principles: multiple ways of engagement, of representation, and of action and expression. Start with seven small moves: clear goals, content in more than one format, choice in how students show learning, relevant tasks, tools open to everyone, feedback that builds mastery, and time to reflect.
UDL in two minutes
UDL starts from a simple idea: variability is the rule, not the exception. Instead of designing for an “average” student and adapting later, you plan flexible goals, materials, methods and assessment from the start.
The UDL Guidelines 3.0, published by CAST in July 2024, keep the three familiar principles and set a clear goal: learner agency. They also pay more attention to identity, bias and barriers built into systems.
| Principle | The question it answers | In practice |
|---|---|---|
| Engagement | Why are we learning this? | Choice, relevance, a safe climate, self-regulation |
| Representation | What are we learning? | Text, audio, visuals, vocabulary support, connections |
| Action & Expression | How do I show what I learned? | Choice of format, tools, planning support |
Seven strategies, each with a Monday version
- Make the goal visible. Separate the goal from the method. “Explain the water cycle” can be met with a diagram, a talk or a text. Monday: write the goal on the board in one sentence and say it aloud.
- Give content in two formats. Pair every key text with a visual, a short video with captions, or a read-aloud. Monday: add one diagram to your main worksheet.
- Offer a choice of product. Use a choice board with three ways to show the same learning. Monday: let students choose between a paragraph, a sketch with labels or a one-minute recording.
- Make it matter. Link the task to students’ lives or community. Monday: start with a real question from your town or school.
- Put the tools on the table for everyone. Text-to-speech, templates, sentence starters and glossaries help many students, not only those with a diagnosis. Monday: share one template with the whole class.
- Give feedback that builds mastery. Feedback on the process and the next step, not just a mark. Monday: use “one strength, one next step” on every piece of work.
- Build in reflection. Students who can describe how they learn become more independent. Monday: end with an exit ticket: “What helped you most today?”
What UDL is not
- It does not replace individual support plans. It reduces how often you need special arrangements.
- It is not “anything goes”. Goals stay clear and demanding; only the routes are flexible.
- It is not a one-off. Start with one lesson a week and build from there.
Questions coordinators ask us
Does UDL mean more preparation?
At first, a little. Over time it saves time, because fewer individual adaptations are needed after the lesson.
Does UDL work in large classes?
Yes. Choice boards, shared templates and two-format content scale well to large groups.
Sources
Facts checked on 16 October 2026. Found something out of date? Tell us and we will fix it.
