Instructional Design Scenario #2
D is a Kindergartener who came in knowing only two letters (lowercase x and s), and zero letter sounds. I have utilized progress monitoring, moving from Tier 2 to Tier 3 on an ELA RTI plan –
providing additional support multiple times a week. Over six weeks, D improved from two letters and zero sounds to 4 letters and 1 sound. D has difficulty sitting still within a traditional setting and struggles to express their feelings or thinking, and is very nervous around peers. D does show excitement whenever a new concept is learned.
The Universal Design for Learning would prove beneficial for D to become successful in
an online program that would meet and challenge him at the appropriate level. Supporting D with multiple engagement points would help them develop a bigger interest in learning and increase focus when it comes to learning and school. This is a difficult point for D. This particular student would benefit from a variety of reading programs that he was able to choose from depending on what they enjoy most. D has difficulty focusing in a normal classroom setting and creating a connection between what is being delivered. Allowing D to engage in a more interactive setting with more visual cues would help them to better process, understand, and retain information. Digital learning makes this easier; meeting students on a variety of learning levels and
giving exactly what is needed to be successful at each point. Most students at this age
enjoy setting and accomplishing goals for themselves –
and this provides them with a sense of accomplishment and pride in themselves. Audio reminders of his goals will help to keep him on track academically. The Universal Design of Learning would be beneficial to this student to help them reach his goals, and support and encourage learning. There are a variety of online programs that are suggested by the UDL that would help this student succeed.
