iris.peabody.vanderbilt
docx
keyboard_arrow_up
School
Coastal Alabama Community College - Bay Minette *
*We aren’t endorsed by this school
Course
3234
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by JusticeParrot2011
iris.peabody.vanderbilt.edu
/module/udl/cr_assess
1/
9
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. The three UDL principals are engagement, representation, and action.
2. When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind?
When teachers develop goals using the principals of UDL, teachers need to be mindful of the concept that students must learn instead of the “how” which is a pre-described manner in which students will demonstrate learning.
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.
2/
9
Components
Barriers
UDL Solution
Lecture/ notes on chalkboard
Seeing the board
Attention span for sitting through a lecture
Decoding text
Writing and/writing with some speed and legibility
Ability to copy text
coherently
Decoding text
Attention span deficits to sit and read material
Difficulty comprehending written text/directions
Sight
Add a video about topic or related personality
-Printed copy of notes
Bookmarked computer sites that offer background information
Oral discussion to access background info
Concrete object used to relate to topic
Stations that offer information on colonial America
Information scavenger hunt conducted on computer about topic
Graphic Organizer
Narrative on information learned about topic
Non linguistic representation of major components of colonialism
Handouts
3/
9
Decoding text
Lack of computer skills
Typing skills
Sight
Text to speech function
Embedded information to help comprehend unfamiliar vocabulary and abstract concepts
Working with partner/small group
Guided activity: identifying which web site to look for and what information should be gleamed from it
Create a list of steps to follow while searching
Internet research
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4/
9
Oral report
Intelligible speech
Introverted Personality
Knowledge of how
to write a report
Ability to decipher important information
Create a quiz and answer key
Reenact a hypothetical situation describing what it was like living in colonial America
Create a song/poem describing
colonial America
Create a picture, collage or other nonlinguistic representation of the major components of the topic
5/
9
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
Know the parts of a plant (roots, stem, flowers, leaves)
Presentation
Either a video lecture with a transcript, or the teacher could
summarize a chapter from the text and then give the students
a digital presentation filled with a bunch of examples
Either a video lecture with a transcript, or the teacher could summarize a chapter from the text and then give the students a digital presentation filled with a bunch of examples
Assessment
A digital test for students with audio reading out the questions. Alternatively, the students can be tasked with creating a visual presentation of a plant of their choice, be it a power-point, a poster, or video.
Engagement
Allow students to form groups and allow groups some form of communication and cooperation with each other.
Students could also be engaged through the use of workstations, each station having different information and different parts of various plants, to make them less sedentary and more aware of the lesson.
6/
9
5. Turn a traditional lesson plan into a UDL lesson plan. Choose either of the options below.
Option 1: If you have previously or are currently teaching, select a lesson plan that you have used. In the table below, record information from the lesson plan in the column labeled “Traditional Lesson Plan.” Next, revise the lesson plan to incorporate UDL principles and record that information in the column titled “UDL Lesson Plan.”
Traditional Lesson Plan
UDL Lesson Plan
Goal:
Goal:
Focus:
Focus:
Materials:
Materials:
Instruction:
Instruction:
Assessment:
Assessment:
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 student will learn about DNA structure and show the class what they’ve learned about the topic.
Focus: The structure of DNA
Focus:
The structure of DNA
Materials: Textbook, lecture, PowerPoint presentation, worksheet
Materials:
A video with either a reading handout or a transcript to go with it, worksheets with key words on the topic of DNA, and physical models of DNA
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7/
9
10-10:20 — Whole group: watch a video\
explaining the structure
of DNA, the students will also have a transcript to help them out.
8/
9
10:20-10:30 — Whole group: The teacher will
read key points from the textbook and talk about the video the students watched. They
will then be invited to the front of the class.
10:30-10:50 — Independent and Group: Students can either group together and complete worksheets on what they’ve learned, or do an individualized quiz on the structure of DNA.
Instruction:
10:00–10:30 — Whole-group: 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
10:40–10:50 — 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 teachers will aid the group of students during their worksheets
and after, will have individual students utilize the DNA models,
while telling them that they have done wrong. The teacher will then grade the worksheets and quizzes.
9/
9
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help