In the third week of EDUC 5905 we were tasked with creating a Universal Design for Learning lesson plan. UDL is focused on creating an approach to learning where all students have equal opportunity to succeed. These means that students should receive multiple means of expressing themselves, receiving information, and engagement strategies within the classroom.
An activity I would like to redesign using technology-enabled personalized learning is my 6th grade science lesson on cell structure and function. Traditionally, this lesson involves a whole-class lecture using slides, a textbook reading, and a worksheet where students labeled parts of a cell and answered comprehension questions. While this approach conveys basic information, it limits student choice and makes it difficult to meet the varied needs of learners with different background knowledge, language proficiency, or learning preferences.
To redesign this lesson using Universal Design for Learning (UDL) principles, I would focus on providing multiple means of engagement, representation, and expression. Rather than having all students access content in the same way, students would be able to choose how they explore cell structures (videos, interactive simulations, readings, or teacher-guided instruction). This approach supports learner autonomy while still maintaining clear learning goals. Accessibility considerations would include closed captions, text-to-speech options, simplified reading versions, and visual supports to ensure all students can meaningfully engage with the content.
The primary technology tools I would incorporate include PhET or similar interactive simulations, Google Classroom, and Google Slides or Canva for student-created products. Interactive simulations allow students to manipulate and explore cell components at their own pace, which supports inquiry-based learning rather than passive consumption. Google Classroom would serve as a central hub where students can access materials, instructions, and supports, while also allowing flexibility in pacing. Students would then choose how to demonstrate their understanding—such as creating a labeled diagram, recording a short explanation, or designing a digital model—using Slides or Canva. These tools go beyond substitution by enabling choice, differentiation, and creative expression. I would consider using the Minecraft for education simulation I noticed when I was reading through other student’s technology tools, however, would have to do further research as to how helpful an option it would be.
In the redesigned activity, students would rotate through learning pathways based on interest or readiness. Some students might begin with a short teacher-led mini lesson, while others explore a simulation or watch a video explanation. After exploring cell structures, students would select a product option that aligns with their strengths and learning preferences. Throughout the lesson, formative checks (such as short Google Forms or exit reflections) would allow me to adjust support and provide targeted feedback.
This redesign reflects last week’s readings and podcast by emphasizing intentional, meaningful technology use rather than using tech for its own sake. Technology is leveraged to increase access, support personalization, and deepen understanding—while still centering pedagogy and equity. By combining UDL principles with personalized learning tools, this lesson allows students to engage with scientific content in ways that are flexible, inclusive, and authentic, while maintaining clear academic expectations.