A focused, fast-paced virtual workshop where teams take an existing lesson and redesign it for multiple learner profiles — including students with IEPs, English learners, advanced learners, and those who struggle with access. Uses Universal Design for Learning (UDL) principles as an anchor.
Standards Alignment
Welcome & Learner Profile Framing
Introduce the design sprint purpose: we're not building 5 different lessons — we're building one flexible lesson. Briefly introduce UDL's three principles: Multiple Means of Representation, Action & Expression, and Engagement. Share the learner profiles the team will design for today.
Lesson Audit — What Do We Have?
Teams review the target lesson on a shared doc. For each major task or activity, ask: Who might struggle to access this and why? Annotate directly on the lesson. Focus on barriers — not student deficits — but barriers in the design itself. This reframe is critical.
Learner Profile Breakouts
Assign each breakout group one learner profile (e.g., students with dyslexia, English learners at intermediate level, twice-exceptional students). Each group identifies: 2 specific barriers in the lesson for this learner, and 2 concrete design modifications. Use a shared template.
Design Share-Out & Integration
Each group presents their modifications briefly (2–3 min). After all groups share, the whole team looks for: modifications that benefit ALL learners (these are keepers regardless). Facilitator highlights the UDL principle at work in each modification.
Revised Lesson Design
Teams select the highest-priority modifications and integrate them into a revised lesson outline on the shared doc. Aim for 3–5 concrete changes, not a full rewrite. Ask: If we only had time to do three things differently, what would have the most impact?
Reflection & Commitment
Each participant completes: 'One thing I'm committing to try in my next lesson is ___.' Share in chat. Facilitator notes: this sprint process can be done independently in 20 minutes once the team is familiar with UDL principles — encourage continued practice.