Week 5 Assignment Creating a UDL Instructional Plan

Running head: CREATING A UDL INSTRCUTIONAL PLAN: 1

Creating a UDL Instructional Plan: Part II

Ileene Cardonne

EDU 620: Meeting Individual Student Needs with Technology

Dr. Kelly Olson-Stewart

November 17, 2017

CREATING AN A UDL INSTRUCTIONAL PLAN 2

Creating a UDL Instructional Plan: Part II

The topic of this lesson is The Great Gatsby (Fitzgerald, F.S., 2013); I will explain the

basics of the novel such as the author, and the era in which the novel is written, and other titles

from the author. As a class, we will do a Google search as to what is The Great Gatsby is all

about. The students will research the title of book so that they can see for themselves what other

aspects of “life” is related to the text such as politics, society, and anything else that may be of

impact to the reader as they read the book as a class. Since, each student learns differently, the

opinions, and interpretations will vary, it will bring a plethora of views to the words of the book,

and all its different scenes. Subsequently, the students have a background of the novel, and are

not coming into the reading; the exposure to a brief content of the novel change the mind of the

reader; just as, Michael S. Page (2002) states, “media transports mechanisms for positive

outcomes in learning objectives....,” (Page, M.S., 2002, 390). In this case in point, the transport

of positive learning objectives is that the students are exploring on their own about the text, and

all influencing factors; and because of this small detail; all students have influenced their thought

at their own pace and free will. The instructor only gave the assignment of researching the topic,

all else was expose individually.

Motivation

As a student, most of the time, it takes energy to get to class and focus. Therefore, finding

motivation within the lessons is a must. When creating this lesson plan, I placed myself back into

that English class, and placed myself as the student. The Great Gatsby is a great novel; and

finding ways to make it more interesting. All students love using their phones, iPads, and other

technological devices; and they will do whatever is needed to use them any chance they get when

the instructor is not looking anyways to either answer a message or comment on social media

CREATING A UDL INSTRUCTIONAL PLAN 3

(Walsh, K.,2012). Therefore, it is better to have them for school purposes, and keep them

motivated in some manner. By allowing them to use their own technology it gives them a sense

of responsibility to the outcome of their own education within the topic and class. Also, I will

show the trailer of The Great Gatsby (2013) so that, the film can give both “a visual and audio

version of the story” and displays how the era was prostrated, and how they can see the actually

difference between the 1920s and the 21st century, (udlcenter.org). I think this portion helps with

painting the picture of the story, and characters and all their involvements within each other’s

lives within the novel.

Critical Thinking

How I plan to use the novel and all its counterparts to stimulates to critical thinking is by

introducing the novel, and then allowing the student to do their own google search of the era and

let them see the differences between centuries and at the same time show how they are similar to

one another. Showing the country was in a struggle in terms of job placement and societies

interacting with one other, politics, and other ways of life. In allowing the freedom of using their

own technology they have the opportunity to educated themselves through ‘trial and error’, and

this mean, that the student might have a basis opinion on the ear due to opinions of others in

class or ‘hear-say’ from others. Nonetheless, in Googling “The Great Gatsby”, the novel

(Fitzgerald, F.S. 2013), watching the trailer (The Great Gatsby, 2013) the student can come to a

conclusion of the topic without other opinions influencing the patterns of thought.

Differentiated Learning Opportunities

After, being exposed to many environments, I have discovered a plan that will provide

the students a non-threatening environment while providing differentiated learning opportunities

CREATING AN A UDL INSTRUCTIONAL PLAN 4

without isolating students. The plan has all students in mind, and it gives all students the

exposure to learning styles; because whole class will be completing the tasks at hand in a group

effort, no one will be feeling isolated. All students will google parts of the era together and be

able to get assistants from fellow students and myself. This assignment is not meant to pressure

anyone to finish faster or last; it is about collaboration and team work; and that the student is not

alone in the task. If help is needed, all that is needs to be done is ask for help. The important task

here is to be familiar with the topic in terms of author, and era; so that no one would be lost and

enjoy both the novel and film version of novel. It is also important to note that all centuries in

history had their conflicts and resolutions, and also that if looked at with time one can see that

everyone can relate to the era in form or another and learn form it. All the collaboration is done

through class discussions, group work and asking questions when something is not clear,

exchanging of information as a group and class discussion; Also, by working together one

student has the opportunity to learn from the other. This form of learning falls under “the

intergraded models for multidiscipline integration,” (Edyburn, D., 2013, Chapter 4.3). this

teaching method encourages students to more independent scholars.

Conclusion

When I began this lesson plan, I was unsure its outcome; yet, I saw that by placing

myself in the shoes of the student, I would be able to construct a plan that would reach all

learners, and show the students some novels are fit for all types of learners. This novel had a

little piece of enjoyment for all. The historian, the adventure, the realist, and everyone in

between. Teaching a class is about what the student will obtain from the lesson and what was

learned can be applied to aspects of life. This assignment has taught me to slow down and look at

the details and find ways to apply to them to all students and that using phones, tablets, iPads,

CREATING A UDL INSTRUCTIONAL PLAN 5

and other technologies will speak volumes to the student in the 21st century and that the student

needs to have a balanced education in order to be able to work and continue their education in

the 21st century and the centuries to come. The world is moving at fast pace, and we need our

students to move just as fast; therefore, by using technologies within the classroom it will aid the

students to be ready for life and continuing their education after high school; we will be a

stepping stone to further the students for the better and not as an obstacle by using 20th century

teaching methods because we are afraid or allowing the students use their own technological

forms because they will be distracted; it is better to go with the flow in terms of aid their

education; then going against it just show that the teacher has the last word. We must put the

student first, that is why we are this field to begin with. If the mindset has changed then we must

take a step back, and remember the details for the reasons why we chose to Teach. I am here for

the betterment of the student; are you? To teach someone, is to change a life forever; it is up to

us how we change that life for the worse or for the better.

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References

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic

success [Electronic Version]. Retrieved from https://content.ashford.edu/

Fitzgerald, F. S. (2013). The Great Gatsby. New York: Scribner.

National Center on Universal Design for Learning. (n.d.). UDL guidelines - version 2.0: Examples

and resources (Links to an external site.)Links to an external site.. Retrieved from

http://www.udlcenter.org/implementation/examples

The Great Gatsby (2013). http://www.imdb.com/title/tt1343092/

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic

status. Journal of Research On Technology In Education (International Society For Technology

In Education), 34(4), 389. Retrieved from Ashford Library.

Walsh, K. (2012, September 12). 10 emerging education and instructional technologies that all

educators should know about. (Links to an external site.)Links to an external site.Retrieved from

http://www.emergingedtech.com/2012/09/10-emerging-education-and-instructional-

technologies-that-all-educators-should-know-about-2012/