help with UDL lesson plan
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
( iris.peabody.vanderbilt.edu /module/ udl / cr_assess )
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. UDL is a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. Representation, Action and Expression, and Engagement.
2. When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind?
As a first step, ensure sure there are multiple entry points into the lessons, catering to a variety of learners and their preferred methods of engagement. Second, give the pupils multiple avenues for demonstrating their understanding of the material Third, maintain the student's interest and enthusiasm so that they continue to work on the assigned tasks.
3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher,
will begin a chapter on colonial America. He’ll lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation.
Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.
|
Components |
Barriers |
UDL Solution |
|
Lecture/ notes on chalkboard |
Students need to be in good enough health and mind to take notes, and they may struggle to recall the lecture's key points. |
Mr. Schlotzsky may do away with the "traditional" lecture format in favor of a more interactive and collaborative learning environment by setting up informational kiosks around the classroom. |
|
Handouts |
This method of teaching emphasizes memory over understanding, and it's also just boring. |
Mr. S can make fill in the blank handout with lecture notes so students can stay more engaged |
|
Internet research |
Some learners might not like using the internet to do research, and others could have trouble finding the specific material they need for their assignments. |
Mr. S may provide broad instructions for the assignment and let the students research the topic in any medium they like (books, online resources, etc.). |
|
Oral report |
Because of their insecurity, students often feel undue pressure when they are asked to present their understanding of a topic in front of the class. |
Mr. Schlotzsky may provide students a variety of options for submitting reports, including the use of PowerPoint presentations, posters, written papers, and even oral presentations. |
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Imagine that you are a second-grade teacher beginning a unit on plants. Your goal is to teach the students the parts of a plant, making sure to incorporate the three principles of UDL. Using the table below, describe at least two ways you would present the information, assess your students, and maintain their engagement in the subject.
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Learning Goal |
Know the parts of a plant (roots, stem, flowers, leaves) |
|
Presentation |
I would have the students feel their way through the plant using printed worksheets that needed to be color coated. When that's done, we'll walk over a PowerPoint with visuals of the various components |
|
Assessment |
Checking the prior handout's color coating and labeling for accuracy. |
|
Engagement |
For an additional grade, I'd have the students pick their favorite plant, dissect it into its component parts, and label them using what they've learned. |
4. Option 2: Using the table below, help Ms. Hamilton convert the 50-minute traditional lesson about DNA into a lesson that incorporates UDL principles.
|
Traditional Lesson Plan |
UDL Lesson Plan |
|
Goal: Students are expected to read the first 3 segments of the DNA chapter in their guidebook and provide written comments to the chapter reviewed literature. |
Goal: Students will gain knowledge of DNA and be able to correctly identify its building blocks and describe its structure. |
|
Focus: DNA's internal structure |
Focus: DNA's internal structure |
|
Materials: Worksheets, PowerPoint, Lectures, and Textbook |
Materials: Guidebook, lecture notes, PowerPoints, and supplementary internet resources for further study.. |
|
Instruction:
10:00–10:30 — Whole-group: The instructor uses a Presentation slides and a lecture to review the key concepts from Chapters 1-3. |
Instruction: Begin with a PowerPoint talk for the entire class. Independent work: The next step is for pupils to learn about amino acid pairings using either online or offline resources. |
|
10:30–10:40 — Independent work: Participants completed worksheets that require them to label DNA diagrams and write the explanations of each key phrase.
10:40–10:50 — Independent work: To prepare for the quiz, students begin working on the review problems for these chapters in the textbook. |
Small group refresher: Once we get back to school, we'll have a look at a diagram of the DNA molecule.. |
|
Assessment: Those who take the review quizzes will be graded. |
Assessment: The students will work in teams to complete a worksheet that asks them to correctly pair amino acids with hydrogen bonds. |