wk a 1

From week 2 Class EDU 620

Week 3 - Assignment

· Due Jul 19 by 11:59pm

UDL/CAST Instructional Plan Analysis

This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video,  UDL at a Glance  (Links to an external site.) and review the  Explore model UDL lesson plans (Links to an external site.)  (2011) web page, both of which are listed in the Week 3 Required Resources. Be sure to also review the Week 3 Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment.

Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week 3 Instructor Guidance page and, if needed, contact the instructor for further clarifications.

Refer to:  Download Week 3 Assignment Template Week 3 Assignment Template HYPERLINK "https://ashford.instructure.com/courses/87493/files/15919488/download?download_frd=1"  

Content Instructions

· Lesson Description (1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson you selected from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website.

· Principle 1 - Representation (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson. When providing examples from the lesson, be sure to describe how it reflects multiple means of representation. Make reference to the readings.

· Principle 2 – Action and Expression (1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson. When providing examples from the lesson, be sure to describe how it reflects multiple means of action and expression. Make reference to the readings

· Principle 3 - Engagement (1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson. When providing each example from the lesson, be sure to describe how it reflects multiple means of engagement. Make reference to the readings

· A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners.

· A description of how, overall, the lesson models differentiated instruction. Make reference to the course materials or outside sources to support this section.

· A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis,

· At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.

Written Communication Instructions

· Length Requirement (0.5 point): Four to seven pages including the title and references pages.

· Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

· Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

· APA Formatting (0.5 points): Use APA formatting consistently throughout the assignment. Refer to the Writing Center for assistance with APA style and formatting or your copy of the APA Style Manua

RESPONSE FOR ASSIGNMENT

Instructional Plan Analysis

EDU 620: Meeting Individual Student Needs with Technology

July 19, 2021

Instructional Plan Analysis

In an inclusion classroom, giving students equitable learning opportunities is essential. The adoption of the universal design of learning (UDL) acknowledges that students have different learning needs and abilities. Therefore, it is important to include diverse methodologies to allow diverse learning. This paper discusses a science lesson plan and the three UDL principles as they were included during the subject delivery on the life cycle of a butterfly.

Lesson Description

Topic: The Life Cycle of a Butterfly, Day 1

Author: CAST

Course/Subject: Science

Class Level: Grade 2

The lesson on the life cycle of a butterfly consists of two major parts that emphasize the growth cycle, habitats, and the eating habits of butterflies. During the first day, students will cover the first part of the subject. The lesson will be the majority on the growth cycle of a butterfly. Students will be expected to expand their knowledge in comprehending that the life cycle of butterflies is completely different from other organisms like insects. Students will be asked to research the butterfly's life cycle and even engage in different activities, including identifying the specific growth stages. Also, they will have the opportunity to share the newly learned knowledge with their peers.

The primary goal of the first-day lesson is for students to fully understand and describe each life cycle stage of the butterfly and even identify the various stages using the appropriate and correct vocabularies. Another goal is to ensure that students can differentiate the life cycle from those of other animals. According to the Minnesota Academic Standards, the diversity of animals, and the California Science standards of Life Science, students must recognize that plants and animals have different life cycles. The California Science Standards assert that plants and animals have a predictable life cycle. In this case, it will be appropriate for learners to understand and identify and describe each animals' and plant's life cycle.

Principle 1: Multiple Means of Representation

In UDL, multiple means of representation provide learners with different learning information besides the one found in classroom textbooks. In UDL, teachers must use different representation methods to facilitate knowledge acquisition among their students (Lowrey et al., 2017). These may include films, texts, photographs, websites, and videos, including auditory feedback. Teachers may also choose to use different teaching tools, including Kidspiration with projector, whiteboards, and chalks, to help students brainstorm and highlight the main ideas of the lessons on the lifecycle of a butterfly. Students will also use small devices like phones and laptops to search and research topics either as a group, in pairs, or even independently. The activity will help promote the social skills they need to interact and share information (Edyburn, 2013). Students with disabilities with appropriate devices to help them work with others in the activity. This ensures inclusivity among students with disabilities, hence allowing them to have the same opportunity in learning. They also ensure that students with disabilities can work with others without difficulties.

Educators have other teaching options for presenting instructional content to students. They may choose to create videos, podcasts, write on the website, and even write articles on various web pages. These options give students diverse sources of information on the subject. The primary idea is to break the notion of a one-size-fits-all model, which assumes that all learners acquire knowledge in the same way. Special education acknowledges that different students, especially in an inclusive class, have varying learning paces. Therefore, teachers are encouraged to use diverse sources of information to reach and encourage learning among their students.

Teachers understand their students fully, including those that learn fast and those that learn slower. In this case, the teacher will use Kidspiration to help students learn and feel a part of the classroom (CAST UDL Lesson Builder). The tool facilitates confidence and develops the special skills essential in peer interactions and communication. Kidspiration tool is usually cross-curricular visual workspace often used with students between the pre-K and Grade 5. In Kidspiration, learners use a combination of spoken words, texts, images, pictures, and numbers to develop critical skills, vocabulary, writing, reading, and word recognition skills. The tool allows students to make connections and build skills not to feel excluded from the classroom (Lowrey et al., 2017). It is a great tool that allows students to use because it allows them to make connections on the life cycle using pictorial representation, recognize the various development stages, and present the knowledge to their peers in the classroom. Essentially, it ensures that learning takes place in all the various aspects of learning.

Principle 2: Multiple Means of Expression

Multiple means of expression are defined as the need to provide learners with different methods of demonstrating the learned knowledge. During the science lesson, the teacher developed four means of expression from which students were required to choose and engage in activities that demonstrate what they have learned. The teacher acknowledges that students feel more engaged when they are made a part of the learning and allowed to choose how they need to proceed with their learning (Navarro et al., 2016). Some students are better at expressing themselves using visuals, while others are good at using expressions. This is primarily the reason the teacher developed four centers to accommodate different students’ learning needs.

The four centers included the writing center, art center, book center, and graphic organizer center. Students were allowed to work in groups, pairs, and even as individuals to demonstrate the knowledge of the life cycle of a butterfly. The idea is to ensure that students are not confined to one method of demonstrating knowledge; but instead, they are provided with different choices to choose one that seems more convenient to them. In the 21 century, educators emphasize altering the various instructional practices to allow learners to try the various options and decide on the appropriate option to ensure an increase in performance and learning standards.

The second UDL principle allows students to demonstrate their understanding and knowledge of the learned information using various tools to share this information with their teachers and peers (CAST UDL Lesson Builder). Students feel included and gain confidence in their learning when given the right to choose the method they need. Principles of fairness assert that equity in teaching and learning is attained by providing students with what they need.

Principle 3: Multiple Means of Engagement

The multiple means of engagement are the learning principle that deep learning is only attained through sustained engagement. The science teacher devised several engaging students, including classroom discussions in oral, written, website, and presentations. The teacher also used Kidspiration as an engaging tool (Edyburn, 2013). This allowed inclusion among the diverse students with different learning abilities, especially those with difficulties in vocabulary, word recognition, comprehension, and making connections. Educators also used the website to facilitate engagement where learners could view various videos on the life cycle. The teacher understands that students learn differently and that each student has varying abilities to gain knowledge (Navarro et al., 2016). The teacher chose to use a material that represented a variety of media to represent the life cycle. These media included the use of films, texts, and videos with auditory feedback. The ability to learn media to engage students to determine how well they can gain the knowledge.

Some students may feel more engaged and a part of the learning when watching videos in real-time. Others feel a part of earning when watching films, while others feel engaged by viewing pictures in the book (CAST, 2010). The teacher also promoted engagement by creating a conducive learning environment. Lesson differentiation allowed the accommodation of learners with disabilities. The Universal learning design represents the 21st-century interventions that seek to use the emerging insights gained from the research in different fields like learning sciences, technology, and brain imaging.

Course Reflection

The most motivating concept for learners is that educators use diverse tools and resources to facilitate student learning and motivation. In the science lesson, I was fascinated by the Kidspiration tool and the four centers that helped students with different abilities to learn effectively.

The lesson models differentiated instructions using different means to reach and teach students. The model ensured that students did not rely on one method of learning. Instead, they had different means to represent their information, express, and engage in the learning. The inclusion of the models promoted confidence and effective knowledge acquisition among learners (CAST UDL Lesson Builder, np).

Understanding the course has greatly changed my perspective on instructional planning. As a teacher, I understand the need to be inclusive and consider all students' needs. The lesson enhanced my knowledge that teachers ensure that they provide students with different means of learning to ensure that they all learn and gain the information. Not all students can learn through texts; therefore, including videos can help a long way to facilitate learning in other learners.

One of the best strategies that I would consider using in my classroom is promoting inclusion and engagement among students. Allowing diverse representation, expression, and engagement allows students to understand students' strengths and weaknesses, hence supporting learners accordingly. Students gain more knowledge and data faster if presented in a way that they fully understand and associate with.

Conclusion

The universal design of learning asserts that teachers need to ensure that they offer students diverse means of presentation, engagement, and expression. Although students may learn in the same classroom, they may have different learning abilities. Therefore, including different means facilitates diverse learning among all students in an inclusive learning environment. UDL is not only essential for students with disabilities but also those without.

References

CAST UDL Lesson Builder. (n.d). Explore model UDL lesson plans. Retrieved from http://lessonbuilder.cast.org/explore.php

CAST. (2010, January 6). UDL at a glance (Links to an external site.) [Video]. YouTube. http://youtu.be/bDvKnY0g6e4

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.

Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242.

Navarro, S., Zervas, P., Gesa, R., & Sampson, D. (2016). Developing teachers' competencies for designing inclusive learning experiences. Educational Technology and Society, 19(1), 17-27.