UDL in the lesson cycle: Before → During → After (practical checklist)

Use the familiar lesson phases from the course.

Before teaching

• Find out prior knowledge with a quick diagnostic: concept map, short quiz, or discussion prompt (Ausubel).
• Prepare at least two representations of core content (visual + text/audio).
• Plan choices in engagement and expression that map to learning goals.
• Create a few scaffolded tiers for tasks: core (all must meet), stretch (extension), support (remediation).

During teaching

• Launch with an advance organizer and an explicit learning goal.
• Offer choices of entry tasks and encourage students to pick one.
• Monitor with formative checks (exit cards, thumbs up/down, one-minute papers).
• Use flexible grouping; rotate peers so learners gain from social constructivist interaction.
• Pause for metacognitive prompts: “What helps you understand this?” “What strategy will you try next?”

After teaching

• Use formative feedback cycles: comment-focused rubrics, peer critique, or recorded teacher feedback.
• Allow revision/retake opportunities tied to clear success criteria.
• Ask reflective questions to develop metacognition: “How did your strategy help?” “What will you try differently next time?”
• Document and share student choices and growth so you can personalize future lessons.

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