Designing Methods
Methods are the ways teaching and learning take place. They include how instruction is delivered, how learners engage in activities, and how communication flows between instructors and peers. Thoughtful choices in methods can reduce barriers, support diverse ways of learning, and create more inclusive participation. For an introduction to the three dimensions of course design—methods, materials, and environments—visit the UDL Course Design page.
Strategy Library: Designing Methods
This strategy library focuses on designing methods, with many ideas also connecting to materials and environments. Each strategy links to the UDL Guidelines 3.0, grounding the library in the international framework while highlighting small, practical changes you can apply right away.
Methods are grouped into three overlapping categories. For example, a group project can involve instructional setup, structured activities, and ongoing communication. These overlaps are expected—what matters is considering barriers from all three perspectives.
Instruction
The ways instructors guide learning through explanations, demonstrations, modeling, and scaffolding that support understanding and skill development
Activities
The opportunities learners have to practice, apply, and demonstrate knowledge, including individual tasks, collaborative work, and assessments
Communication
The flow of information, dialogue, and feedback between instructors and learners, as well as among peers, that sustains engagement and community
Instruction
Instruction includes the ways instructors guide learning through explanations, demonstrations, modeling, and scaffolding. This may include:
- Lectures and mini-lectures, both in-person and online
- Demonstrations, worked examples, and case studies
- Guided practice with step-by-step modeling
- Scaffolds such as outlines, prompts, or templates
- Instructor notes, commentary, or multimedia explanations
Here are some ways you might begin to design more inclusive instruction:
Clarity and Structure
Make instructions predictable and easier to follow.
- Share an outline or a few guiding questions before class to help students focus. (3.1, 6.1)
- Keep slides and materials consistent in layout and style so students know what to expect. (3.3, 6.3)
- Break up longer lectures or presentations with short pauses for questions or reflection. (6.2, 6.4, 8.2)
- End each class or module with a quick recap of key ideas. (3.4, 8.1)
- Debrief the purpose of activities or instructional choices to make learning intent explicit and support metacognition. (8.1, 9.3)
Accessibility and Flexibility
Provide multiple ways to access and process instruction.
- Consider offering recordings or short lecturettes when appropriate, so students can revisit key points. (1.2, 2.5)
- Enable captions and transcripts for videos and live sessions. (1.2, 2.2, 5.1)
- Offer complementary formats when possible, like slide PDFs, text notes, or audio summaries. (1.2, 2.5)
- Add visuals, diagrams, or multimedia examples to support explanations. (2.5, 3.2)
- Highlight key terms or concepts verbally and in writing to support varied language needs. (2.1, 2.5, 3.2)
- Represent diverse perspectives and identities in examples and cases. (1.3, 2.4)
Modelling and Guided Supports
Support learning through demonstration and step-by-step guidance.
- Talk through your thought process when solving a problem or analyzing a case. (3.2, 6.2, 6.3)
- Provide worked examples with short annotations or commentary. (3.2, 6.3)
- Share templates, checklists, or prompts to guide student work. (6.2, 6.3, 6.4)
- Offer practice opportunities with feedback before higher-stakes tasks. (5.3, 8.2)
- Gradually reduce supports as students gain confidence. (5.3, 6.4)
Time Management and Planning Supports
Help learners plan, organize, and manage their learning.
- Share weekly task lists or progress checklists in Quercus to help students stay on track. (6.2, 6.3)
- Provide suggested timelines or milestones for larger projects or assessments to support planning. (6.2, 6.4)
- Encourage learners to set personal goals and reflect on their progress over time. (6.1, 9.1, 9.3)
- Use short reminders in class or announcements to highlight next steps. (6.2, 6.4)
- Offer guidance on strategies for approaching assignments or assessments, such as breaking down tasks or using campus supports. (6.2, 6.3)
Activities
Activities include the opportunities learners have to practice, apply, and demonstrate knowledge. This may include:
- Individual practice problems, reflections, or projects
- Group work, labs, and studio sessions
- Case analyses, debates, or role-playing
- Quizzes, assignments, and other assessments
- Creative tasks such as designing, building, or presenting
Here are some ways you might begin to design more inclusive activities:
Choice and Flexibility
Provide multiple ways for learners to engage in activities.
- Offer options for how students respond in practice activities, such as written, audio, or video formats. (5.1, 7.1)
- Provide varied assessment formats for formal tasks (e.g., presentation, report, creative project) while keeping alignment with learning outcomes. (5.1, 5.2, 7.1)
- Where it makes sense, offer the option of working individually or in groups. (4.1, 7.1)
- Build in flexibility with timelines for lower-stakes practice tasks. (6.2, 8.2)
- Use clear instructions to show how each activity connects to course goals. (6.1, 8.1)
Collaboration and Interaction
Create opportunities for learners to learn with and from one another.
- Use collaborative platforms like Hypothesis, Microsoft Whiteboard, or Quercus Groups to support group work. (5.2, 8.3)
- Include peer feedback opportunities with guiding questions or a rubric to structure the process. (5.2, 8.3)
- Introduce peer feedback expectations early and model constructive feedback language to reduce defensiveness and build confidence. (5.4, 8.3, 9.2)
- Design group projects with clear roles and responsibilities to support interdependence. (8.3, 8.4)
- Acknowledge logistical challenges such as late enrolment by allowing flexible group formation early in the term. (6.2, 8.3)
- Vary participation formats, such as discussions, debates, labs, or role plays, to engage different strengths. (7.1, 8.3)
- Use structured collaborative formats such as Jigsaw to distribute expertise and support interdependence. (7.1, 8.3)
- Encourage collaborative problem-solving activities connected to real-world contexts. (7.2, 8.2)
- Offer anonymous channels for peer questions to reduce social barriers and support participation. (4.1, 7.4, 9.2)
- Highlight how much learners can learn from one another to build buy-in for collaboration. (7.2, 8.4)
- Co-create community agreements to support interdependence and belonging. (6.5, 8.3, 8.4)
Practice and Reflection
Build fluency and deepen understanding through ongoing practice.
- Incorporate low-stakes quizzes or practice assignments before higher-stakes assessments. (5.3, 8.2)
- Provide structured opportunities for revision, such as draft feedback, peer review, or optional resubmissions. (6.4, 8.5)
- Add short reflection prompts at the end of activities to help learners monitor progress. (6.4, 9.1, 9.3)
- Pair practice activities with a brief reflection prompt to help learners consolidate understanding immediately after completing a task. (6.4, 9.3)
- Use simple visual check-ins—such as thumbs up, down, or sideways—to quickly gauge understanding and reduce barriers to participation. (4.1, 8.2)
- Connect practice activities to authentic or professional examples to increase relevance. (7.2, 8.2)
- Offer opportunities to track growth over time, such as through journals or portfolios. (6.4, 9.3)
Assessment and Progress
Provide assessment approaches that reduce barriers and support learning.
- Use checklists or rubrics to clarify expectations before an assignment is due. (6.1, 8.1)
- Where possible, break larger assessments into smaller stages with feedback—even one interim checkpoint can help students plan ahead. (6.2, 6.4)
- Offer practice activities that mirror the format of high-stakes assessments, like mock quizzes or trial runs. (5.3, 8.2)
- Provide varied ways to demonstrate understanding (e.g., presentation, report, creative project) while keeping alignment with outcomes. (5.1, 5.2, 7.1)
- Show how feedback connects to grading criteria to increase transparency. (8.5, 6.1)
Communication
Communication includes the flow of information, dialogue, and feedback between instructors and learners, as well as among peers. This may include:
- Announcements, reminders, and updates
- Feedback on assignments, quizzes, and projects
- Class discussions in person or online
- Peer-to-peer dialogue and group coordination
- Informal check-ins, office hours, or surveys
Here are some ways you might begin to design more inclusive communication:
Course Information and Updates
Ensure learners can access important information easily.
- Post key announcements in Quercus and briefly reinforce them in class. (1.2, 8.1)
- Use a predictable weekly format (like “This Week’s Overview”) to make updates easy to follow. (6.2, 6.3)
- Create a communication guide that explains expectations for email, discussions, and office hours. (6.1, 8.4)
- Provide reminders of upcoming deadlines using a consistent, manageable channel (e.g., weekly announcements). (6.2, 6.4)
- Use weekly announcements not only for reminders, but also to reflect back key themes or progress from the week to support learner orientation and motivation. (8.1, 9.3)
- Organize important information in one place in Quercus, such as a “Start Here” or “Course Info” module. (3.3, 6.3)
Feedback and Dialogue
Provide actionable feedback and open channels for conversation.
- Use SpeedGrader to offer text, audio, or video comments, giving students options for how they receive feedback. (5.1, 8.5)
- Incorporate low-stakes feedback opportunities, such as practice quizzes, polls, or draft checkpoints. (5.3, 8.2)
- Embed short reflection or feedback prompts directly into assignments so feedback feels integrated rather than added on, reducing feedback fatigue. (6.4, 8.5)
- Invite questions in multiple formats, such as in-class discussions, online discussion boards, or office hours. (4.1, 6.1)
- Share examples of student work (with permission) to clarify expectations. (3.2, 6.1)
- Introduce peer feedback expectations early and model constructive feedback language to reduce defensiveness and build confidence. (5.4, 8.3, 9.2)
- Encourage students to reflect on feedback by noting one concrete action step. (6.4, 8.5, 9.3)
Community and Belonging
Foster respectful interaction and a sense of connection.
- Set community guidelines for respectful communication in discussions and group work. (7.4, 8.4)
- Start the term with introductions or icebreakers to help students connect. (7.3, 8.4)
- When appropriate, consider peer mentoring or buddy systems to build support networks. (8.3, 9.2)
- Use short check-ins or surveys to help gauge progress, participation, or challenges students are facing. (6.4, 9.2, 9.3)
- Incorporate collaborative activities that encourage students to build on one another’s ideas. (8.3, 8.4)
Try One Thing
UDL doesn’t mean redesigning everything at once. Start small: pick one strategy from the lists above and try it out in your teaching or staff-facing context. Even a single simplification, added option, or reduced barrier can have meaningful impact.
Need support? CTSI offers consultations to help you adapt strategies for your context. Reach out to us to start a conversation.
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