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It introduces UDL’s origins, reviews learning neuroscience, and outlines the three guiding principles: multiple means of representation, action and expression, and engagement. The session uses learner and teacher variability examples, classroom strategies, formative assessment tools, and a “3-2-1” reflection activity to help educators apply UDL in classrooms or school districts.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/universal-design-for-learning-my-3-2-1-udl-reflection/352232/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/universal-design-for-learning-my-3-2-1-udl-reflection/352232.png","ImageObject",442,249,{"name":88,"@type":89},"Elsa","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-22","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What does Universal Design for Learning (UDL) aim to do?","Question",{"text":109,"@type":110},"UDL provides principles for curriculum development so all individuals have equal opportunities to learn. It focuses on flexible approaches that can be customized to individual needs.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What are the three guiding principles of UDL?",{"text":114,"@type":110},"UDL is based on multiple means of representation, multiple means of action and expression, and multiple means of engagement.",{"name":116,"@type":107,"acceptedAnswer":117},"How can educators apply UDL immediately according to the “3-2-1” reflection activity?",{"text":118,"@type":110},"The “3-2-1 UDL Reflection” prompts educators to identify three new things learned, two questions to explore, and one action they can take right away to infuse UDL into their classroom or district.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},352232,1791719497,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":45,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Remove Barriers \nAll Students \nEqual Opportunity \nUniversal Design for Learning \n| | Jeff McCormick\u003Cbr>Program Director,\u003Cbr>Universal Design for Learning\u003Cbr>[jeff_mccormick@ocali.org](jeff_mccormick@ocali.org)[ ](jeff_mccormick@ocali.org)[P: 614.410.0380](P: 614.410.0380)[ ](P: 614.410.0380)[F: 614.262.1070](F: 614.262.1070)[ ](F: 614.262.1070)[www.ocali.org](www.ocali.org)\u003Cbr>|\n| --- | --- |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\nUniversal Design for Learning Center at OCALI \n“We put the YOU in Universal” \nThe Universal Design for Learning Center at OCALI offers professional development, technical assistance, and resources to help design educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning. \n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| Goals\u003Cbr>To introduce the origins of UDL. Examine the neuroscience of learning. Briefly explore the three principles. Model and provide resources.\u003Cbr>Make learning engaging and fun! | |\n| --- | --- |\n| “I Can…” | |\n| state the origins of UDL.\u003Cbr>understand the neuroscience of learning. identify the three principles.\u003Cbr>locate resources to support UDL. have fun and learn. | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| My 3-2-1 UDL Reflection | | |\n| --- | --- | --- |\n| Self\u003Cbr>Reflection | 3 | \u003Cbr>3 NEW THINGS I learned today. |\n| What gets us from experience 2 to understanding is reflection. | | \u003Cbr>2 QUESTIONS I would like to have answered. |\n| 1\u003Cbr>Source: Hatcher, J.A., & Bringle, R.G. (1997) | | \u003Cbr>1 ACTION I can take right away to infuse UDL into my classroom or school district. |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| | |\n| --- | --- |\n| Why UDL? | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n| What are the current realities in education? | |\n| --- | --- |\n| Most schools still rely on text books as the primary instructional tool.\u003Cbr>What are the carrot really in duction? | |\n| | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\nClassroom Variability \nStudent Variability \n‣ Students having varied interests. \n‣ [Disengaged vs. active](Disengaged vs. active) individuals. \n‣ Children who utilize technology. \n‣ Pupils with varied abilities/strengths. \n‣ Visual/auditory/kinesthetic learners. \nTeacher Variability \n‣ Approach to teaching based on how they learn.‣ Approach based on background of education.‣ Approach to education based on cultural norms. \nWhat are the current realities in education? \n| |\n| --- |\n| |\n| |\n| |\n| |\n\nStrategies that Foster Academic Growth \nPosting Lesson Goals \nIdentifying Instructional Strategies Prior to Lesson Identify What Creates Engagement to Learning Selecting Materials/Technology Prior to Lesson Knowing Learner Variability \nProviding Informative Feedback \nCurrent Realities in Education! \n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| Fix the student or the environment?\u003Cbr>| “When we plant lettuce, if it does not grow well, we don’t blame the lettuce. We look into the reasons it is not doing well. It may need fertilizer, or more water, or less sun. We never blame the lettuce.”\u003Cbr>-Thich Nhat Hahn\u003Cbr>Students aren’t the Problem |\n| --- | --- |\n| The key to helping all students achieve is identifying and removing barriers from our teaching methods and curriculum materials. | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n[polleverywhere.com](polleverywhere.com) \nis one way to conduct a formative assessment \n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| Polls Made Easy | |\n| --- | --- |\n| [polleverywhere.com](polleverywhere.com)[mentimeter.com](mentimeter.com)[ ](mentimeter.com)[easypolls.net](easypolls.net) | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| Success for ALL learners begins with… | |\n| --- | --- |\n| A Sound Curriculum Purposeful Planning Flexible Materials Engaging Assessments | |\n| Built with Universal Access Features | |\n\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n| |\n| --- |\n| |\n| |\n| |\n| |\n\n\n| Universal Design for Learning ","cbCaieV29FvowU3t","https://ap.wps.com/l/cbCaieV29FvowU3t","pdf",46589777,"English","# Goals\n# I Can…\n# My 3-2-1 UDL Reflection\n# Why UDL?\n# Why UDL? (Universal Design for Learning Overview)\n## UDL Principles\n# Fix the student or the environment?\n# Formative assessment with polls\n# Success for ALL learners begins with…\n# UDL Taps into Brain Research\n## Revelations from Brain Research\n# Neuroscience of Learning\n## We Learn by…","[{\"question\":\"What does Universal Design for Learning (UDL) aim to do?\",\"answer\":\"UDL provides principles for curriculum development so all individuals have equal opportunities to learn. It focuses on flexible approaches that can be customized to individual needs.\"},{\"question\":\"What are the three guiding principles of UDL?\",\"answer\":\"UDL is based on multiple means of representation, multiple means of action and expression, and multiple means of engagement.\"},{\"question\":\"How can educators apply UDL immediately according to the “3-2-1” reflection activity?\",\"answer\":\"The “3-2-1 UDL Reflection” prompts educators to identify three new things learned, two questions to explore, and one action they can take right away to infuse UDL into their classroom or district.\"}]","Universal Design for Learning - My 3-2-1 UDL Reflection | PDF",1790098448,7]