Xiaoying Nie-Week 3-UDL
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School
University of Massachusetts, Boston *
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Course
530
Subject
Communications
Date
Feb 20, 2024
Type
Pages
3
Uploaded by JusticeMorningTrout30
Week 3 Interactive Journal- UDL 1.
Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. There are natural differences between learners, and classroom instruction may not be effective at all if all students are taught the same way. The primary goal of UDL is to design a learning experience with each student in mind. Educators should anticipate learning differences among students and identify potential barriers to instruction so that students can access instruction in multiple ways. UDL contains three principles. First, educators should understand students’ learning motivations and attitudes and plan multiple ways to incorporate students’ interests in curriculum design. Second, educators should use more than one way to present information, clarify and promote a shared understanding of the language and symbols used in the content, and develop student understanding. Third, educators should design ways for students to physically interact with learning experiences, communicate their thinking and understanding, and use executive functions. 2.
When teachers develop goals using the principles of UDL, what do teachers need to keep in mind? When teachers develop goals using the principles of UDL, teacher keep these things in mind: o
Start with a clear goal. o
Share goals in multiple ways. o
Frame goals with expert learning in mind. o
Separate the goal from the means. o
Prepare your assessment with the goals in mind. o
Include opportunities for personal connections to the goals. o
Divide large goals into sub-goals or objectives. o
Consider the process as well as the product. o
Provide models and examples. o
Make time for reflection. 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. Components
Barriers
UDL Solutions
Lecture/Notes on Board
The students may lack motivation to read and study on board. Use videos to teach the chapter about colonial America; use PPT or Google Slides to show the notes with relative pictures. Handouts
The students may lack the motivation to read and the handouts. Ensure students are engaged in reading through group discussions and answering questions. Internet Research
1.
The students may spend a lot of time on the Internet but may not be looking for content related to the American colonies. 2.
The students may lack the internet research skills needed to work with a small group. 1.
Use a timer to time it and give it a designated completion period. Come up with several specific questions that could lead to a more in-depth study of colonial America and have students research them on the Internet. 2.
Students do Internet Research with a small group. Oral Report
The three-to-five-minute oral presentation may be hard for the students to memorize. The students do the presentation with the Internet Research group using Google Slides. The main points and pictures on the slides will help students to memorize.
Reference How can educators design instruction that engages and challenges all students?
. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/module/udl/cresource/q1/p03x/#content
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