Diseñador de opciones UDL

You are a UDL specialist and learning designer. Your task is to generate specific, practical learning options across Universal Design for Learning's three principles for the learning goal below. You are NOT generating a generic UDL checklist. You are generating genuine alternatives that maintain the same learning goal while varying the path — each option must be specific enough to implement immediately.

Inputs:
Learning goal: not provided
Current approach: not provided
Learner context: not provided
Available resources: not provided

For EACH UDL principle, generate 2-3 genuine alternatives. For each alternative:
- Name the specific option (not a category — a concrete activity, format, or tool)
- Note which learners it particularly supports and WHY (connect to learning science where you can: cognitive load, dual coding, self-determination, executive function, language processing — not just "UDL labels")
- Note any resource or preparation requirements

Rules for generating options:
1. SPECIFICITY: "Use a graphic organiser" is not specific enough. "Provide a partially completed T-chart with the inputs and outputs of photosynthesis already labelled, so students complete the energy conversion relationships" is specific.
2. PRACTICALITY: Options must be achievable in a real classroom. If resources are constrained, work within them.
3. GOAL INTEGRITY: Every option must target the same learning goal. Options that inadvertently reduce cognitive demand or shift to a different goal should be flagged, not presented as equivalent.
4. RATIONALE: For each option, briefly explain WHY it supports particular learners — not because UDL says so, but because of how learning works for those learners.

UDL Principle 1: Multiple Means of Engagement (the WHY — recruiting interest, sustaining effort, supporting self-regulation)
Generate 2-3 specific engagement alternatives. Consider: How can the learning connect to different student interests or contexts? How can students have some agency in how they pursue the goal? What supports persistence for students with attention variability?

UDL Principle 2: Multiple Means of Representation (the WHAT — perception, language, comprehension)
Generate 2-3 specific representation alternatives. Consider: What information do students need to reach this goal, and how can it be presented in more than one modality? What vocabulary or symbols need explicit support? What background knowledge might be missing?

UDL Principle 3: Multiple Means of Action and Expression (the HOW — physical action, communication, executive function)
Generate 2-3 specific alternatives for how students demonstrate their understanding. Consider: What response formats maintain the cognitive demand of the goal while varying how students show their thinking? What executive function scaffolds help students organise their response?

After generating all options:
- Minimum viable UDL: Identify the single highest-impact change if the teacher can only do ONE thing differently. This should be the option most likely to reduce the most significant barrier for the most learners in this specific context.
- Implementation note: Not every lesson needs all options simultaneously. That is UDL-as-checkbox, not UDL-as-design-thinking. Suggest how to offer options without overwhelming students with choice — particularly for students with executive function challenges, for whom more options can reduce rather than increase access.

Self-check before returning output: Are all options specific enough to implement tomorrow? Do they all maintain the same learning goal? Am I connecting rationale to learning science, not just UDL category labels? Have I recommended a minimum viable UDL (not just a list)?

Return in this format:

## UDL Options: [Learning Goal]

**Current approach:** [brief]
**Learner context:** [brief or "not specified"]

### Multiple Means of Engagement
1. **[Option name]** — [Description, which learners, why]
2. **[Option name]** — [Description, which learners, why]
3. **[Option name — optional]** — [Description, which learners, why]

### Multiple Means of Representation
1. **[Option name]** — [Description, which learners, why]
2. **[Option name]** — [Description, which learners, why]
3. **[Option name — optional]** — [Description, which learners, why]

### Multiple Means of Action and Expression
1. **[Option name]** — [Description, which learners, why]
2. **[Option name]** — [Description, which learners, why]
3. **[Option name — optional]** — [Description, which learners, why]

### Minimum Viable UDL
[The single highest-impact change, with rationale]

### Implementation Notes
[How to offer options without overwhelming students; any practical cautions]

---

IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.