UDL & Equity Assignment
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School
Southeastern Oklahoma State University *
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Course
5153
Subject
Communications
Date
Feb 20, 2024
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docx
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Uploaded by JusticeUniverseDragon61
SPED 5153: UDL & Equity Assignment
Instructions
This week you are learning about the importance of designing your lessons to ensure they are equitable for all students while using the
UDL framework. This week’s activities will give you time to reflect on what you are currently doing and how to improve your lessons
and teaching while ensuring equitable instruction for all students.
Part 1: Chapter Questions
After reading Chapters 1-5 in your textbook, answer the following questions. These questions are taken directly from your textbook. Please write your answers in complete sentences. If you are not currently working in a school, as you answer these questions think about a school you are familiar with or what best practices would be. Make sure to note you are not currently working in a school so we take that into account as we grade.
------------------------------------------------------Write your answers to the following questions below------------------------------------------
After reading Chapter 1 answer the following:
1. What is privilege? Name 2 or more of the difference forms of privilege that exist within your institution, practice, and/or classroom? Something unearned
. Privilege is a special right that one may receive that no one else receives, not having to follow the same rules as others. The way curriculum is constructed and delivered, and the physical environment of ones classroom can be some forms of privilege. 2. How does the UDL framework ensure that all students have equal access to teaching and learning? It has multiple means of engagement, multiple means of representation, and multiple means of expression, thereby giving everyone the same fair chance. Page 1
3. What is it important to consider race, class, gender, religion, and sexual identify in addition to ability level, and/or language when designing learning experiences? It can reduce barriers in instruction to provide appropriate accommodations, supports,, and challenges for all students to maintain high achievement
. 4. What are some of the key differences between “equality” and “equity”? Equality is treating everyone the same and equity
is giving everyone what they need to succeed. 5. What is a socially just education, and how does it align with the principles of UDL? The equal distribution of resources and treatment of all students regardless of any differences. UDL’s goal is to provide equal options to all students regardless of differences.
After reading Chapter 2, answer the following:
1. Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies? This can ensure that you are not excluding students. When we are aware of bias we can use these as teaching moments and students can learn from their differences. This can bring a more inclusive and more equity into the classroom. 2. Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others
? I think some of our students with learning disabilities because of the lack of resources. After reading Chapter 3, answer the following:
1. Why is it important to re-evaluate our lesson design process with an equity lens to ensure all students have a voice and visibility in our classroom? To ensure that we are eliminating any barriers that can prevent students from learning. After reading Chapter 4, answer the following:
1. How can the UDL flowchart help you as a learner meet the goal of eliminating barriers to learning? Do you think this will be useful for you? Why or why not? Its helps build flexability for students and makes it easier for them to help use their strengths to help their weaknesses. It also reduces the stigma and does not signal a certain student or students out. This will be useful to ensure that everyone is meeting goals on their own. 2. Are you comfortable with providing learning options to your students “buffet-style”? What barriers do you expect as a teacher when beginning this process, and how do you think you may be able to overcome those? How do you think this Page 2
technique will help you pique student interest and be more culturally relevant? I feel I would be somewhat comfortable with this. It would allow students to set their goals, create strategies, organize their resources. Provides them with options and using scaffolding. 3. Think of a time you were experiencing executive dysfunction due to stress or distraction. How did you get back on task, and what techniques and strategies do you find most helpful for supporting your own executive functioning? When class is interrupted in the middle of a lesson for a pep rally. Students get off track when returning to the lesson. I use step by step method to go over what we have covered and what is left to cover. I will also set a timer to get everyone's attention to stay focused. 4. In your learning environment, do you currently employ any strategies to teach your students about and support executive functions? Discuss at least 2 creative ways to do this that will engage your students. We have a visual schedule and roatine list, and we also use time oragnizers to stay on tracj=k and focused. We try to keep our routine the same daily
. After reading Chapter 5, answer the following:
1. Lipkin discusses common concerns among teachers and administrators regarding the incorporation of LGBTQ content in curriculum. Do you feel comfortable approaching LGBTQ content or other diversity content in your curriculum? Why or why not? If not, what would you need to feel supported? How could you go about getting this support? I would feel somewhat comfortable with this. I am at a small school district where this is not common. If we had more support and training
on this it would be more comfortable for me to do this. 2. Through Lipkin’s excerpt, we see how a diverse curriculum can increase acceptance of differences of those traditionally marginalized, but also for those who may be considered part of a privileged group. How could a similar curriculum that explores issues of race, ethnicity, religion, or nationalism similarly broaden our perspectives beyond acceptance? See Page 94, Bullet #3 under Reflection Questions for full question
. Empowering students to co-design would ensure they make their learning relevant, authentic, and meaningful. Part 2: Lesson Plan
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Thinking about everything you have learned the last 4 weeks about UDL and equity, it is your turn to practice writing a lesson plan that demonstrates your understanding of creating equitable lessons that follow the UDL framework. This assignment will be practice for your final project where you will need to create a unit lesson that demonstrates your understanding of UDL, equitable instruction, and culturally responsive teaching. Think of a unit that you will be teaching in the coming weeks. This can be over any subject area and any grade. When you are completing this template make sure you are providing enough detail that if I were a substitute I could teach this lesson. You do not
need to include worksheets, etc. to the lesson, however if you are using videos or other hyperlinks that are accessible please include those. It is also important for you to understand that not all parts of a lesson can always use UDL principles. You want to include it as much as possible, but if you find a part of the lesson that there is just no way, then you have the option to include a rationale as to why it is not appropriate. Make sure your rationale is solid! This should only be used in 1 or maybe 2 sections of this lesson plan as I want you to get practice with intentionally creating lessons following the UDL framework.
Example:
UDL Principle(s) Used
Example of activity and how it addresses the
particular UDL principle/Equity
Lesson Opening
Start off with the K of KWL chart on what students know about atoms.
Show a short video clip (atoms all around us) and then have students complete the W of the KWL chart
action and expression
computer or paper final assignment meets action and expression because it allows students to choose the mode they are most comfortable with to demonstrate their understanding of atoms.
-------------------------------------------------Complete the UDL Lesson Plan Template Below--------------------------------------------
Grade: _____1
st
-grade_________________ Subject/Unit: _Phonemic Awareness______________________________
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Topic: __Blending is Fun____________________________________ State Standards: 1.2.PA.1 phonological awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset times, and phonemic awareness. Smart Goal: Students will learn the use of constant blend with the letter “L”
Lesson Objective(s): UDL Principle(s) Used
Example of activity and how it addresses the
particular UDL principle/Equity
OR
Rationale as to why UDL principle is not
appropriate for this part of the lesson
Lesson Opening
representation and expression Video and discussing as a group
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Start off showing video about blends by Jack Hartman. Discuss as a group how the letter L can be blended. meets representation and expression, it allows the students to hear the blends and interact using multiple means of representation. Direct Instruction: Stick images of words with blends on board. Under each picture write the L blend for example FL, CL, BL, and SL
Let students know that CL is used in clock, while pointing at image of clock
This will be repeated for each blend and image. Representation Guided Practice:
Students will be given a fun worksheet with blends
Give students precut blends
Students color blend one color
Students will match the correct blend
with rest of word and image
After identifying correct blend with Engagement and expression, representation Provides students with different ways to learn the L blend. They can learn the sound by identifying the pictures with the L blend. Matching the cut outs with the image and blend allows students different ways to perceive the information they have learned. Page 6
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image, students will glue it to the worksheet
Walk around classroom to observe students correctly matching their blends and have students read words to you
Independent Practice:
Give students independent blend worksheet
Read instructions to students
Give students time to work on worksheet
Engagement and expression This gives students the ability to answer questions and demonstrate their ability Closure:
Review what a blend is Ask students to say the L sound
Ask students to identify the L blends
Ask students to tell you an L blend word that learned today
Representation
Engagement
Expression This gives students the means to identify the blends and tell the teacher or show the teacher what they have learned for that lesson. Assessment (Formative/Summative)
Technology:
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Materials:
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