UDL Lesson Plan
RaquelB88
UDLlessonplan.pdf
Now it’s your turn to put into practice your understanding of UDL and meeting the needs of all learners in your classroom. Take a previous planned lesson (or plan a new lesson) and using the UDL checklist (https://udlhcpss.files.wordpress.com/2011/11/checklist1.png (Links to an external site.) ) for planning purposes, and the UDL lesson template identify a minimum of three (3) potential barriers to learning your students might experience, and then plan how you will design universally to support all student learning. Upload your completed UDL lesson plan, along with the original lesson plan.
EXAMPLE Now, think about the lesson and what you could do to enhance it through the use of technology. Using the Educator Checklist, and the Universal Design for Learning Guidelines, identify the current barriers to learning for Principle I, II and III and begin planning which resources you will use to enhance and improve the lesson to reach more learners.
Lesson Plan: After reading a story about a vacation, students will write an original narrative about a real or dream vacation. Lesson Plan Barrier UDL PrincipleWhat could be done to improve/change instruction?Which technology resources could be used to enhance this lesson?How do these resources support UDLGoals/Objectives
Students will read a story about a vacation.Students are not able to read the story independently. Multiple means of representation.
Teacher reads the story to students Targeted partner reading (select students who are stronger readers to work with students who struggle) Teacher records story and students can choose to listen to story at a station
iPad or tape recorder to record reading Text to speech software
By providing three additional ways to read the story (not just independent reading) students have a choice to get the information in a variety of ways. Similar to the way sometimes adult readers prefer an audiobook to an actual book (while driving, on the treadmill, or just in general), students will sometimes prefer an audio option as well. The key is to ALWAYS go back to the learning objective to ensure it is being met. Is the goal reading or ultimately producing a narrative?
Students will write an original narrative about a real or dream vacation.
Students struggle to write due to dexterity issues.
Students struggles to choose an idea about which to write.
Multiple means of expression.
Assistive technology Adult as scribe Partners compose ideas and draft together Offer picture options for student to tell a story.
Speech to text Story boards Pencil grips
By providing multiples ways to capture ideas, students will not be left out of the assignment simply because they cannot easily pick up a pencil and write.
Students will write an original narrative about a real or dream vacation.
Students do not have experience with vacations.
Students prefer to tell their story through another means.
Multiple means of engagement.
Allow students to write a narrative about another topic. Allow students to tell their story through drawing.
Story boards Book creator app
By allowing students the option to choose another topic for their narrative, engagement may increase. Likewise, students being allowed to focus on story telling through drawing not only gives them multiple means of engagement, but also expression.
UDL Lesson Plan Rubric (25 pts)
Name______________________________ Date________________ Lesson Plan Title______________________________
Criteria Unacceptable 0-1
Developing 2 Acceptable 3 Exemplary 4-5 Point s
Clear learning targets establish e d
(5 pts)
No learning targets are not included.
Learning targets are included, but unclear.
Learning targets are clear, but not may be too broad, narrow, or otherwise inappropriate.
Clear, appropriate learning targets are well-aligned to the lesson.
Barrier to learning #1
No barrier to learning is identified and the lesson is not constructed to overcome the barrier.
A barrier to learning is identified but the lesson is not constructed to overcome the barrier.
A barrier to learning is identified and the lesson attempts to overcome the barrier but needs to be adjusted.
A barrier to learning is identified and the lesson correctly utilizes one of the principles of UDL to overcome the barrier.
Barrier to learning #2
No barrier to learning is identified and the lesson is not constructed to overcome the barrier.
A barrier to learning is identified but the lesson is not constructed to overcome the barrier.
A barrier to learning is identified and the lesson attempts to overcome the barrier but needs to be adjusted.
A barrier to learning is identified and the lesson correctly utilizes one of the principles of UDL to overcome the barrier.
Barrier to learning #3
No barrier to learning is identified and the lesson is not constructed to overcome the barrier.
A barrier to learning is identified but the lesson is not constructed to overcome the barrier.
A barrier to learning is identified and the lesson attempts to overcome the barrier but needs to be adjusted.
A barrier to learning is identified and the lesson correctly utilizes one of the principles of UDL to overcome the barrier.
Use of technolo g y
No technology that enhances the accessibility of the lesson is included in the lesson plan.
Technology that is unlikely to enhance the accessibility of the lesson is included in the lesson plan.
Technology that might enhance the accessibility of the lesson is included in the lesson plan.
Technology that enhances the accessibility of the lesson is included in the lesson plan.
Comments:
One or more grammar, spelling, or typographical errors may result in a deduction of up to 5 points of total points awarded.
Total Points
