IRIS Module 2

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IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 1 IRIS Module: Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students Shanice Farmer School of Education, Liberty University Author Note I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Sfarmer24@liberty.edu
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 2 IRIS Module: Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students 1. Briefly describe Universal Design for Learning (UDL). In your response, include the three principles of UDL. (2 – 3 paragraphs) The Universal Design for Learning allows teachers to provide all students with an equal opportunity to learn by addressing the individual needs and learning styles of each student. Teachers must be able to implement multiple means of representation. That entails teachers presenting information in various formats to cater to different learning styles and providing multiple examples and resources to support understanding. Learning profile refers to ways in which we learn best as individuals. The goals of learning-profile differentiation are to help individual learners understand modes of learning that work best for them and to offer those options so that each learner finds a good learning fit in the classroom (Tomlinson, 2017, p. 110). Teachers must also offer multiple means of engagement which includes offering diverse ways for students to engage with the material. For example, some students may generally learn best when they can move around; others need to sit still. Some students enjoy a room with lots to look at, color, and things to touch and try out. Other students appear to function best when the environment is more “spare” because they find a “busy” classroom distracting (Tomlinson, 2017, p. 111). Universal Design for Learning (UDL) is a framework that serves to improve teaching and learning for everyone stated in the article, Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities. Students with disabilities can benefit from accommodations as well as the entire class if the framework of UDL is properly implemented. There were a few principles of the Universal Design for Learning method. The first principles included multiple means of engagement, which provides multiple options for comprehension. The second is multiple means of representation, which provide options for comprehension. Lastly, multiple means of expression provide options for expression and communication. Implementing the three principles allows teachers with multiple means of evaluating for reflection. By having more than one piece of data, teachers can find multiple ways to assist students with disabilities and modifications of individual accommodations. 2. When teachers develop goals using the principles of UDL, what is the main thing they need to keep in mind? Explain. (2 – 3 paragraphs)
IRIS MODULE: UNIVERSAL DESIGN FOR LEARNING 3 When teachers develop goals utilizing the principles of UDL, they must keep in mind that educators must start with goals that are easily understood but that do not dictate the means, or how learning will take place (The IRIS Center, 2009). Learning goals are a great way to establish a starting point when it comes to designing lessons for instruction. Educators should ensure that goals, whether developed by educators themselves or provided in a published curriculum, are written using clear, age-appropriate language (The IRIS Center, 2009). Nevertheless, the goal at the start of any lesson should be a clear way to measure if students mastered the content by the end of the learning experience. Students should always be aware of their learning goals. For example, in my classroom, we identify the learning goals as learning targets and they are written on the board so that students will always know what they are expected to know at the end of the day or the lesson. Along with the goals being properly communicated to students, the teacher should have multiple ways to deliver instruction for each student to be able to reach their goals. Rather, the goal should be flexible, offering students multiple pathways or routes to achieve it. Therefore, when developing goals, educators should anticipate barriers in the design that might interfere with students’ ability to accomplish the goal (The IRIS Center, 2009). This is why differentiation plays a huge role in the classroom. Student-centered learning encompasses a diverse range of concepts from education, the neurosciences, and child development fields, rather than adhering to a singular curriculum, model, or practice (Mae, 2015). The teacher can find multiple ways to reach a common goal for all students. 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 whiteboard, 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 3 – 5-minute oral presentation. Help Mr. Schlotzsky evaluate the traditional materials and media he plans to use. For each component below, list any potential barriers and suggest UDL solutions. Answer each component fully with at least one complete sentence. Use citations where needed. Components Barriers UDL Solution Lecture/notes on the whiteboard The student struggles with reading fluency and cannot keep up with the pace of the lecture while also reading/copying notes from the whiteboard. All students are provided access to multiple formats of the history text (e.g., print, audiobook, e- book) (The IRIS Center, 2009). Handouts The student lacks motivation to complete the written handout out. All students are given the option to write, dictate, or demonstrate their learning of the content.
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