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Topic:

Universal Design for Learning (UDL) and Station-Based Instruction for Middle-School Classrooms and Libraries

Audience:

Middle-school ELA teachers and library media specialists seeking strategies to design inclusive, differentiated, and station-based instruction.

These institutional LibGuides highlight how Universal Design for Learning (UDL) supports inclusive, flexible, and engaging instruction in classrooms and libraries. Each guide reinforces how UDL and station-based learning naturally complement one another, both prioritize student choice, accessibility, and active participation.

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This LibGuide gives a clear, easy-to-follow overview of UDL and how it can make lessons more accessible for all learners. It links to the official CAST UDL Guidelines and offers tools like checklists and redesign templates that teachers could easily adapt for classroom or library stations. Even though it’s geared toward college instructors, the examples, like presenting content in multiple ways and letting students show understanding through different formats, work perfectly for middle school. It’s practical, simple, and grounded in real teaching strategies.

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1. Define "Think-Pair-Share." Explain to students that a Think-Pair-Share allows them to activate their prior knowledge and share ideas about content or beliefs with peers. This structure gives students a chance to organize their ideas-first in their own minds, then in a smaller group setting before sharing with the entire group. In a Think-Pair-Share, students Think individually about the question or idea(s) put forth, Pair up with someone to discuss their thinking, and then Share their conversation with their table group, and then finally with the whole group.

2. Display Think-Pair-Share prompts about a concept or topic. Give students 1-2 minutes to think about the prompt on their own. Then discuss with a partner for another few minutes.

3. Facilitate a whole group discussion.

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LibGuides: Universal Design for Learning (UDL): UDL Aligned Strategies

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Universal design for learning (UDL) is an innovative approach to teaching and learning that "designs to the edges." No longer the average, but a tapestry woven into the uniqueness of the individual. Breaking free from the "myth of average," standardized c

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Relay’s guide is one of the most “hands-on” of the group. It’s basically a searchable database full of specific UDL strategies organized by learning goals. Teachers could pull one or two ideas for each station, like adding visuals for a reading group or giving a choice of writing vs. speaking for reflection. It’s laid out in a way that’s easy to use for quick lesson planning. This is the kind of guide teachers can go back to again and again when they need new ideas for rotating stations or differentiated lessons.

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This one focuses more on research and professional readings, but it’s a great place to dig into the “why” behind UDL. It includes articles about flexible learning, assessment, and engagement, perfect for anyone writing about or presenting on UDL or stations. Middle school teachers could use these resources to back up their instructional choices when planning PD or building lesson portfolios. It’s not a quick-read guide, but it adds depth and credibility to the practical ideas found in the other LibGuides.

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Otterbein’s guide does a nice job blending visuals and text, it includes infographics, short videos, and checklists that make UDL easy to understand. It’s very approachable, and the examples show how small changes can remove learning barriers. Teachers could use the templates and visuals from this guide to help plan or redesign literacy stations, making sure each one offers multiple ways for students to engage. The design itself models good UDL, it’s clear, flexible, and accessible.

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Berkeley’s LibGuide is more tech-focused, showing how digital tools can make UDL easier to apply. It includes suggestions for flexible assessments, multimedia lessons, and online collaboration, all of which translate nicely into digital ELA or library stations. This one is especially helpful for teachers trying to balance technology with accessibility. The mix of videos, articles, and examples makes it a good resource for integrating UDL into blended learning or media center programs.

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Common Resources and Ideas Found Across the Five LibGuides

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Common Resources and Ideas Found Across the Five LibGuides

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CAST (Center for Applied Special Technology) – Every LibGuide links to CAST, the organization that created and maintains the UDL Guidelines. It provides foundational research and models for accessible instruction.

UDL Guidelines 3.0 (udlguidelines.cast.org) – Used across all five guides as the visual and conceptual framework for lesson design, focusing on multiple means of engagement, representation, and expression.

Accessibility and Design Tools – Common links include captioning tutorials, color-contrast checkers, and text-to-speech recommendations to support equitable access to digital and print resources.

Lesson Planning and Implementation Templates – Several guides (especially PGCC, Otterbein, and Berkeley) include checklists and templates that help educators redesign lessons or stations to reflect UDL principles.

Research Databases (ERIC, Education Source) – Frequently cited by Mt. SAC and PGCC as reliable tools for locating studies and articles on UDL, differentiation, and student engagement.

Student Engagement and Choice – A recurring theme across all guides: designing instruction that promotes learner autonomy, movement, collaboration, and creative expression, values shared by both UDL and station-based models.