UDL - Universal design of learning PDF

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Summary

Universal design of learning...

Description

1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. UDL is a strategy and way of teaching to provide students information from all aspects of learning types. There are also three principles of learning. The first is Representation which is presenting information and course content in multiple formats. The second is Action and Expression which is the idea of allowing students alternatives to express or demonstrate their learning. The third principle is Engagement, allowing stimulation of students’ interests and motivation for learning in a variety of ways.

2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind? Even when teachers do use the three principles of learning in their lessons, some students still may need more or different kinds of learning support. 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

Lecture/ notes on chalkboard

Barriers

UDL Solution

Only one way of obtaining information (reading, visual)

Provide notes on the board, show a video, and also ask the students questions and feedback on the information

Handouts

Internet research

Oral report

One way of retaining information (reading)

Hand out the worksheet, and read aloud together the directions, information, etc. Ask students to repeat back what they are to do on the handout.

Can be too open ended, and students could be confused on what information is correct to put in the presentation.

Specific guidelines on what to search and/or an option to watch videos on the topic and record notes or to do an internet search.

Not everyone is comfortable giving a presentation, resulting in anxiety and not performing well on the assignment.

Have the option of giving a group presentation, to relieve some anxiety or to give an option to create a video and show it to the class, or a presentation.

4. 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.

Learning Goal

Presentation

Know the parts of a plant (roots, stem, flowers, leaves)

1. Showing a video on parts of a plant and then drawing a plant on the board. 2. Asking the students what they know about plants, and reading a book on plants to the class.

Assessment

1. Have students draw their own plant and label the parts. 2. Draw a plant on the board and ask students to come up and label each part of the plant. Do this repeatedly until everyone has had a turn labeling the plant.

Engagement

1. Do an arts and crafts project on creating a plant and the different parts. 2. Bring in an actual plant and ask students to point out the parts of the plant.

Option 2: Using the table below, help Ms. Hamilton convert the 50-minute traditional lesson about DNA into a lesson that incorporates UDL principles. At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected information about her students’ learning preferences and learning needs. Of her 29 students, 12 prefer to learn visually, 10 prefer to learn through auditory means, and 7 prefer to learn kinesthetically. Additionally, two students struggle with reading and several have difficulty planning and organizing writing assignments.

Traditional Lesson Plan

UDL Lesson Plan

Goal: The students will read the first three sections of the chapter on DNA in the textbook and turn in handwritten responses to the textbook review questions.

Goal: The students will learn about DNA together by doing choosing to do group work on reading about DNA, can chose to research about it and look up videos about it on their technology devices.

Focus: The structure of DNA

Focus: Structure of DNA and assess students’ knowledge of what they learned about DNA.

Materials: Textbook, lecture, PowerPoint presentation, worksheet

Materials: Textbook, worksheets, videos.

Instruction:

Instruction:

10:00–10:30 — Whole-group:

10:00-10:30: Teacher introduces topic and brief summary of the three chapters. Asks students if they have questions, and or comments.

Teacher summarizes the main ideas for sections 1–3 of the textbook, using a PowerPoint presentation and lecture

10:30–10:40 — Independent work: Students complete worksheets by labeling diagrams of DNA and writing the definitions for each key word

10:30-11:00: Students then chose to thoroughly go through the chapter in whichever way they chose, (independent work, group work, watch videos and take important notes)

10:40–10:50 — Independent work: Students start working on the textbook review questions for these sections and will complete for homework

Assessment: Review questions will be graded

Assessment: The next class period the students will continue working and the class will have a whole group discussion on what they learned....