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Top Teacher Theory 1: How people learn

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  1. Welcome to Top Teacher Theory
    6 Topics
  2. How People Learn
    24 Topics
  3. Differentiation and Personalization
    35 Topics
  4. Understanding Learner Development
    17 Topics
  5. Your Feedback Matters 🙏

Participants 3

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Warm photorealistic editorial image of a modern inclusive classroom: a diverse group of middle/high-school students — including a student in a wheelchair — gather with a teacher in warm daylight as they review mixed-format student work laid across a table (a printed essay with a sticky-note reading 'Strength: clear reasoning. Next: add specific evidence', a tablet playing a captioned student video, and a hand-drawn diagram), demonstrating multiple ways to show learning. Nearby a readable checklist titled Inclusive UDL Lesson lists concise checkpoints, a visible rubric maps Understanding, Reasoning and Clarity across Essay and Video, a wall chart hints at outcome distribution and standard deviation, and an exit-ticket tray shows cards asking 'What helped you learn?' and 'What will you try next time?'. Accessibility cues — large-print handouts, tactile manipulatives, captions on the tablet — and a shallow depth of field, crisp textures, and warm natural light give the scene a candid, collaborative editorial feel perfect for a how-to feature on formative assessment and UDL.

  • Make assessments diagnostic and actionable: focus questions on process, strategy, and understanding (not just facts).
  • Let students show what they know in multiple ways; use a single rubric that maps criteria across formats.
  • Use standard deviation and distribution thinking (as in the course): if outcomes are very spread out, reflect on whether your lesson reached all learners.
  • Feedback > grade: comment with one strength + one clear next step (feedforward).

Short checklist for an inclusive UDL lesson

  • [ ] Learning goal is clear and student-friendly.
  • [ ] Prior knowledge is checked and used as a launch point.
  • [ ] At least two modalities of input are ready.
  • [ ] Students have meaningful choices for engagement and product.
  • [ ] Scaffolds and challenge options exist.
  • [ ] Formative checks are planned and actionable.
  • [ ] Metacognitive prompts are included.
  • [ ] Revision opportunity is provided.

Try this next (three quick actions)

  1. Pick one upcoming lesson and add one alternative representation and one alternative product option.
  2. Create a single rubric that applies to two product types (e.g., essay + video) focusing on core criteria: understanding, reasoning, clarity.
  3. At the end of that lesson, ask this 2-question exit ticket: “What helped you learn?” and “What will you try next time?”

UDL is not another program to implement perfectly — it’s a mindset shift. Start by designing for variability and you’ll find your classroom becomes more student-centered, more flexible, and a lot more humane.

Please take the quiz to proceed: