My Universal Design for Learning (UDL) lesson was created for 6th and 7th-grade students as an exploration of identity and community through fiber art. Students used yarn, symbols, and textures to weave personal tapestries that reflected their stories, cultures, and emotions. The lesson was inspired by contemporary fiber artists Meghan Shimek and Julia Bland and emphasized inclusive strategies to support diverse learners. The project encouraged experimentation, personal expression, and hands-on learning while making space for student voice, choice, and reflection. 

Teaching this lesson in a middle school classroom allowed me to see the value of flexibility and reflection in action. Students engaged most deeply when they were given meaningful choices, especially when selecting colors and materials that reflected their identities. The identity worksheet helped focus their thinking, and many students proudly connected their weaving choices to family stories, emotions, or cultural traditions.

One major success was how the use of scaffolded visuals (like the anchor chart and material buffet) supported English learners and students with IEPs. I also saw how pre-warped looms and large needles made the activity accessible to all students, regardless of fine motor skills.

A challenge I faced was managing time between instruction and studio work. During the first class, I realized I needed to shorten my demo and get students into the making phase sooner. By the second day, I adjusted my pacing and gave clearer expectations for studio behavior and clean-up, which made a noticeable difference in student focus and transition times. Overall, this lesson affirmed the importance of designing for all learners, incorporating varied ways of showing understanding, and embedding identity-driven art into the curriculum.