Week 5 Assignment Creating a UDL Instructional Plan

Running head: CREATING A UDL INSTRUCTIONAL PLAN 1

Creating a UDL Instructional Plan: Part II

Pamela Weems-Baker

EDU 620: Meeting Individual Student Needs with Technology

Dr. Kelly Olson Stewart

October 14, 2019

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CREATING A UDL INSTRUCTIONAL PLAN 2

Creating a UDL Instructional Plan: Part II

The English and Language Arts curriculum outlines what students are expected to learn,

understand and be able to perform as part of their learning course. These subjects are widely

taught in learning institutions all over the country. They are broken down into viewing, listening,

speaking, writing and reading. English is a vital component for preparing students for learning

and as part of the UDL learning modules (Lohmann et al., 2018). It ensures that students are

prepared for the extensive analytical and research skills they will be expected to use throughout

college study.

Motivation

In needs on efforts to support motivation to read that is self-determined, students’ relating

to relatedness, autonomy and learning components will be met in the classroom. Instructional

practices in the classroom are vital to the students’ daily experiences. I plan to research into the

influence that these practices have on the intrinsic motivation of the students, and draw from the

findings to better their implementation. I will also consider the perceptions of the learners on the

extent to which these practices meet their needs, and the influences they have on the motivation

to read. Examples of such intervention include providing hints in the readings and having the

students find them for marks rewards i.e. extra points. Providing reading material that is simple,

clear and well outlined (Rose et al., 2018). Lastly, having classroom reading sessions on

interesting material such as literature and having the students point out their best literal readings.

Critical Thinking

Through total physical response activities to help associate language with movement.

Students will, therefore, be able to produce language in the figurative and literal sense, by

physical responses. Examples include non-verbal communication and physical cues.

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2

1. good insights & grounding

in research [Kelly Olson]

2. Through total

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Olson]

CREATING A UDL INSTRUCTIONAL PLAN 3

For activities about language, students will be asked to sequence, memorize, make

comparisons, and categorize words. This will help in finding facts and learning new words, and

concepts. Emphasis will be put on cause and effect as a way to activate the students’ critical

thinking skills. This approach is practical and can be employed anywhere within the lesson. They

can also be applied for projects. Projects promote collaboration and critical thinking creativity in

the classroom. The reason is that students will have to reason together and solve difficulties,

negotiate meanings and produce final products (Lohmann et al., 2018). Another approach is to

have students undertake research before the class, present their findings and commence

discussions on a proposed topic.

Differentiated Learning Opportunities

Providing students with time to share items, events or happenings. A good way is to

encourage them to share how learning English and Language Arts has helped them interact with

the environment. For instance, do they find that they enjoy coffee more when reading literature?

And the like (Rose et al., 2018). This will help create a welcome, warm and friendly

environment.

Taking time to share personal happenings. I would allow for some time to share on my

own experiences relating to English and Literature. For instance, sharing what I found interesting

with a play I watched (Lohmann et al., 2018). The sharing would be once in a while and would

allow students to see their teacher as a caring, and real individual.

Taking time to discuss differences within the classroom context. I would allow some time

to appreciate diversity in the classroom. The students would be encouraged to discuss

weaknesses, strengths, talents, body types, body image and cultural backgrounds. This practice

would enhance acceptance, trust, cohesiveness, and positive collaboration in the classroom.

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CREATING A UDL INSTRUCTIONAL PLAN 4

Shunning bullying. A nurturing and welcoming environment cannot be created in an

environment where any form of bullying is tolerated. Bullying should be stopped and students

should learn to report it. I will employ a set of rules and routines to prevent bullying (Rose et al.,

2018). These approaches will allow students differentiated learning outcomes while providing a

conducive learning environment.

Conclusion

English and Language Arts look into what students need to learn, understand and be able

to perform. Meeting the needs of learning components, autonomy and readiness will ensure that

students can be self-motivated to read. Critical thinking helps students develop interpersonal

skills and become more open minded. They are able to share and receive ideas. A conducive

environment is one that appreciated diversity and allows time for expression to enable

differentiated learning outcomes. It creates an environment where students are able to learn and

build on creativity.

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CREATING A UDL INSTRUCTIONAL PLAN 5

References

Lohmann, M. J., Boothe, K. A., Hathcote, A. R., & Turpin, A. (2018). Engaging Graduate

Students in the Online Learning Environment: A Universal Design for Learning (UDL)

Approach to Teacher Preparation. Networks: An Online Journal for Teacher

Research, 20(2), n2.

Rose, D. H., Robinson, K. H., Hall, T. E., Coyne, P., Jackson, R. M., Stahl, W. M., & Wilcauskas,

S. L. (2018). Accurate and Informative for All: Universal Design for Learning (UDL) and

the Future of Assessment. In Handbook of Accessible Instruction and Testing

Practices (pp. 167-180). Springer, Cham.

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1. Utilize at least two

scholarly resources and the

Edyburn (2013) textbook.

[Kelly Olson]