Almost 75 ways to bring Universal Design for Learning into your college classroom

Thanks to all who participated in my workshop on Universal Design for Learning at the California Association of Postsecondary Education and Disability conference.  During the workshop we did a gallery walk to generate ideas of how to implement UDL into the classroom.  I am happy to report that you came up with 74 ways!  Check it out!

Comment on this post if you have tried anything new in the classroom since the workshop or have other ideas!


  • doing cotton ball passing game to demo dendrites
  • performance for assessment
  • role play
  • scavenger hunt
  • game to demonstrate such as monopoly
  • create something such as drawings, collages, or posters.
  • pair up with a partner sitting on the other side of the class.
  • informational interviews,
  • pottery class
  • gamifying the lecture.
  • make cards or slips of paper with items on them to have small groups. Organize them to create structures, outlines for writing or reading categories to support learning of concepts.
  • in content classes continuum line, have students physically placed themselves along a clear path of travel in the classroom or hallway to illustrate where they are on an issue or question
  • variation for coroners: have students go to the corner that best fits their response to the question or controversy. can be used to put students in discussion group early math with an abacus.
  • going to support programs around campus
  • service learning group projects,
  • put community or campus events on teach someone or present,
  • get out of the classroom,
  • completing case studies using TV or movie characters,
  • break up class into small groups to discuss and work together.
  • take a minimum five minutes minute break every hour.


  • videos
  • storytelling
  • guided meditation
  • tones for terms
  • prerecord articles through voice note function on your phone and post to Canvas for those who would like the auditory
  • have students read aloud important texts in class: “golden lines” from reading, selected paragraphs or quotations before discussing these terms. Terms and their own definitions to peer teach or check and monitor their own comprehension
  • to memorize, record the information, then listen to it.
  • debate
  • songs on the topic or the things.


  • 60 seconds,
  • powerpoint
  • videos,
  • program sheets,
  • flow charts,
  • diagrams,
  • graphic organizers (see,
  • screenshots of computer program processes or software.
  • picture of images (go to Google images)
  • While the matching words are said
  • create info graphics for almost any content
  • have students or teachers explain a concept in comic book form or to practice a sequence.
  • writing names of colors in the same color ink.
  • color coding main ideas, details with highlights, topic sentence in color or post its.
  • tangible objects instead of pictures,
  • pictures, memes, gifs,
  • youtube videos,
  • how to videos,
  • Kahoot
  • popcon,
  • use video material that they are interested in, which applies to what is being taught on canvas.
  • plan poster,
  • post powerpoints in advance,
  • summary of what we learned that worked.
  • create Study Guide and adding to it
  • posts all the texts accessible and advance in lecture.
  • Use simple statements/clear bullets. No heavy text.


  • find a way to remember students quickly,
  • opportunities to share stories and opinions.
  • thirty second reflection,
  • self reflection (metacognition) often projects, quizzes, inactivities,
  • peer support to your students.
  • try to arrive early to class, stay after class for questions and be present in your posted office hours.
  • talk time to connect on papers and demonstrations you are taking in vested interest in your students.
  • make the effort to get to know your students beginning of the semester.
  • ask  students to share a little about themselves, goals in the class for their learning style and he requested accommodations.
  • clips from movies or TV shows that connect to what we’re learning,
  • sharing personal and emotional stories that illustrate a theory
  • daily, checkins
  • bio. Introduce yourself to me and what your goals are.
  • emotional presentation,
  • icebreakers
  • sensory in recalling your memory,
  • Holland code and island hopping.
  • having students do primary research, interviews, surveys, small group discussion with question prompts.


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