Universal Design for Learning Plan
(Adapted using: CAST (2018) Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author)
Review the guidelines below before planning your lesson. These strategies should be
implemented into your lesson planning and delivery to reflect your subject matter knowledge,
demonstrate your ability to develop well-structured lessons, adjust your practice, meet the diverse
needs of students, create a safe learning environment, communicate high expectations, and
demonstrate your professional standards for teaching. These are the Essential Elements for
licensure.
Use a variety of formal and informal methods of assessment to measure student learning, growth,
and understanding, including documenting measurable assessment criteria.
Offer ways of customizing the display of information (auditory , visual, kinesthetic)
Activate background knowledge (How will you help students make connections to prior knowledge.
Ex. Questions, discussion, peer to peer collaboration, student work)
Connect to and reinforce the learning outcome throughout the lesson.
Uses instructional planning, materials, and student engagement approaches that support students of
diverse cultural and linguistic backgrounds, diverse academic needs, academically advanced
students, and English learners.
Highlight connections from the activator to the body of the lesson and the closure.
Clarify vocabulary and symbols to remove language barriers. (provide specific review of
vocabulary and provide visuals to align)
Vary the methods for response and navigation through the lesson (active learning, grouping,
recording, collaborating)
Use multiple media/strategies for communication (explicit instruction, role play, performance,
discussions, charts, questions, SMART board, white board, collaboration)
Develop questions to check for understanding (What questions will you use to check for
understanding? Ex. What did you learn about.., Who can tell me ….?)
Optimize individual choice and autonomy (What choices do students have in the lesson related to
how they respond, materials they use, how they collaborate?)
Vary demand and resources to optimize challenge (What are you building into the lesson to
challenge student thinking beyond the norm expectations?)
Promote expectations and beliefs that optimize motivation (What about the lesson is motivational?
Ex. Group work, active learning, materials, student choices, relevance)
Optimize relevance, value and authenticity (How will you connect the learning to the real world
outside the classroom? What professions or life experiences need this knowledge?)
2021-2022
Universal Design for Learning Plan
Name: Date:
Subject: (indicate one) Arts, English Language Arts, Mathematics, History & Social Studies, Science, Technology/Engineering.
Grade Level:
Standard: (Cut and paste from MA Framework Standard.)
Learning Outcome /10 points
This should directly align to your Standard.
Evaluating Student Learning / Assessment /15 points
Evidence of Assessment Evidence of Learning
(Question, observe, conference, observe, document, (Record, analyze, applying, collaborate, evaluate, make
discuss, analyze, evaluate, read, provide feedback, etc.) inferences, perform, draw, build, edit, answer questions,
create, discuss, self-assess, peer-assess, etc.)
The teacher will … The students will …
Assessment Criteria (please list your criteria here and attached a completed rubric to your
final UDLP)
Student assessment should connect back to the learning outcome.
(Numerical Assessment Example)
4 – Exceeds the standard
3 – Meets the standard independently
2 – Meets the standard with assistance/accommodations
1 – Does not meet the standard
Student Name Students will ... Students will ... Students will ... Students will ... Anecdotal
Notes
Students’ Prior Knowledge _____________/10 points
Background knowledge of the learners (What knowledge do the students bring into the lesson? How do you know
they have this knowledge?)
Clarify needed vocabulary and symbols for student success (What prior knowledge do they have about the
vocabulary being taught? Also list key vocabulary terms.)
Highlight 3-4 norms used that relate to the cognitive, physical, social, and emotional skills needed for the intended age in
this learning activity (refer to Yardsticks by Chip Wood or adolescent norm source)
2021-2022
Activator of the Lesson /15 points
Evidence of Teaching Evidence of Learning
(Explicitly instruct, question, model, analyze, demonstrate, (Record, analyze, apply, collaborate, evaluate, make
conference, observe, role-play, record, perform, create, inferences, perform, draw, build, edit, answer/ask
discuss, etc.) questions, create, discuss, etc.)
Sequence Instruction Sequence Learning
The teacher will … The students will …
Body of the Lesson /40 points
Evidence of Teaching Evidence of Learning
(Explicitly instruct, question, model, analyze, demonstrate, ((Record, analyze, apply, collaborate, evaluate, make
conference, observe, role-play, record, perform, create, inferences, perform, draw, build, edit, answer/ask questions,
discuss, etc.) create, discuss, etc.)
Sequence Instruction Sequence Learning
The teacher will … The students will …
Closure of the Lesson /15 points
Evidence of Teaching Evidence of Learning
(Explicitly instruct, question, model, observe, create, (Record, analyze, apply, collaborate, evaluate,
discuss, connect, review, show relevance, etc.) make inferences, create connections, answer
Sequence Instruction questions, discuss, etc.)
Sequence Learning
The teacher will … The students will …
Materials /5 points
List Materials
Extending the Lesson /10 points
How would you extend the learning into another lesson? (Provide a follow up lesson idea with specific details.)
2021-2022
Evaluating Your Learning / Self-Assessment (please answer thoroughly) /15 points
What did you learn from planning and delivering this lesson?
What did you learn from your formative assessments?
What was most successful?
What new goals do you have for your next lesson?
Preparation and Professionalism /15 points
The Teacher Candidate was prepared and professional in submitting their UDLP for feedback in a
timely manner and implementing this feedback. The student was pro-active, reminders were not
needed by the Program Supervisor or Filed Placement Coordinator.
Universal Design for Learning Plan overall points /150
Comments:
The Teacher Candidate demonstrated the following: = met, - = developing, X = not included
Use a variety of formal and informal methods of assessment to measure student learning, growth, and
understanding, including documenting measurable assessment criteria.
Offer ways of customizing the display of information (auditory , visual, kinesthetic)
Activate background knowledge (How will you help students make connections to prior knowledge. Ex.
Questions, discussion, peer to peer collaboration, student work)
Connect to and reinforce the learning outcome throughout the lesson.
Uses instructional planning, materials, and student engagement approaches that support students of diverse
cultural and linguistic backgrounds, diverse academic needs, academically advanced students, and English
learners.
Highlight connections from the activator to the body of the lesson and the closure.
Clarify vocabulary and symbols to remove language barriers. (provide specific review of vocabulary and
provide visuals to align)
Vary the methods for response and navigation through the lesson (active learning, grouping, recording,
collaborating)
Use multiple media/strategies for communication (explicit instruction, role play, performance, discussions,
charts, questions, SMART board, white board, collaboration)
Develop questions to check for understanding (What questions will you use to check for understanding? Ex.
What did you learn about.., Who can tell me ….? Explain why you thought that?)
Optimize individual choice and autonomy (What choices do students have in the lesson related to how they
respond, materials they use, how they collaborate?)
2021-2022
Vary demand and resources to optimize challenge (What are you building into the lesson to challenge
student thinking beyond the norm expectations?)
Promote expectations and beliefs that optimize motivation (What about the lesson is motivational? Ex.
Group work, active learning, materials, student choices, relevance)
Optimize relevance, value and authenticity (How will you connect the learning to the real world outside the
classroom? What professions or life experiences need this knowledge?)
2021-2022
