UDL Questions (1) (2)

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iris.peabody.vanderbilt.edu http://iris.peabody.vanderbilt.edu/module/udl/cr_assess/#content Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students 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. UDL provides students with a variety of ways to access content, engage with instruction, and demonstrate their learning. The three principles of UDL are first to Provide Multiple Means of Representation. Present information and content in different ways. Second Provide Multiple Means of Action and Expression. Differentiate the ways that students can express what they know. And finally Provide Multiple Means of Engagement. 2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind? That the needs of every student are different and in order to be met they have to change the way they teach different lessons. Every student has a different way of engaging with learning, understanding, and then demonstrating what they have learned. They also have different life experiences, language barrier, learning disabilities, interests, and learning strength and weaknesses. This should be kept in mind while implementing the principles of UDL in order to make a lesson plan that is suitable for all learners. Since the first principle is about the “why” of learning which focuses on students’ motivation and attitude toward learning. Educators need to consider how to keep students’ attention, find way to have them show efforts, and keep track of their own learning. They could do this by Inviting students to choose their own topic for an assignment or project, incorporating authentic activities that reflect real-world situations, generating multiple examples to connect new content to students’ backgrounds and experiences, creating opportunities for peer interaction and collaboration, providing feedback that emphasizes effort and progress. The Second principle focuses on the what of learning and the content that is presented to learners. Educators should make sure to use different forms to present information so students can better comprehend. Some methods include Presenting alternatives to text-based information (e.g., images, videos, interactive media, simulations), Displaying video captions, Hyperlinking definitions to new vocabulary in a text, Offering text-to-speech software when decoding is not the focus of instruction, and Providing graphic organizers to guide information processing. The third principle talks about the how of learning, which is the way that students take part in and show their learning. Educators should plan for more than one way that students can interact with their learning as well as communicate their thinking and understanding. This can be done by Providing alternatives to physical navigation or response methods using technology tools (e.g., keyboards, touch screens), Supplying a variety of task-specific tools (e.g., physical or virtual manipulatives, calculators), Offering students varied media options for composition (e.g., text, speech, comics, music, visual art, digital art, video), and Creating checklists or planning templates for projects.

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. Components Barriers UDL Solution Lecture/ notes on chalkboard Language barriers, trouble reading Students who have trouble reading are given print outs of the notes so they can go through them more slowly. Those with language barriers can watch a video that talks about the same information in a language that’s comfortable for them Handouts Trouble reading The handouts can be read aloud to the students by the teacher Internet research Lack of internet access at home The school distributes laptops for the students to bring home or all the information is provided in handouts during class Oral report Language barriers, presentation anxiety Offer an option where students instead write a short paper or give a presentation only to him after school 4. Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. Describe the instructional methods you would use to present the information, assess your students, and maintain their engagement in the subject. I would start by asking the students what their favorite plant is and if they have gardens at home to get their attention and give them relevance to their own lives. Then I would begin a short lecture about the different parts of plants and how they work, I would also provide the notes in English and any other language that the kids spoke so they could have the information in a hard copy form. Then I would do a project where the kids could choose from a pile of different seeds and each grow their own plant. They would be responsible for watering it every day. I would give them a checklist and If they completed that step everyday and showed it to me at the end of the month they could get a sticker or pencil from the prize box. At the end of the unit I would have the kids take a short test about what was taught and if they needed me to read questions aloud to them I would. 5. 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 are primarily visual learners, 10 are primarily auditory learners, and 7 are primarily kinesthetic learners. Additionally, two students struggle with reading and several have difficulty planning and organizing writing assignments. Help Ms. Hamilton to design a lesson about DNA. Make sure to state the learning goal and to identify materials, instructional methods, and assessment techniques.

I would first inform the students that the goal of this lesson is to learn what DNA does and what it is comprised of. For my class in order to benefit all the learning styles I would have stations each with a different activity. One station would have students building a model of the DNA with connectable pieces, then I would have station where students color in a picture of DNA then labels the different sections, I would have a station where students watch a video and answer some short questions either by video or written, then a station with trivia questions about DNA facts. After this I would have a class discussion where I could answer any questions the students had. I would split them into study groups for class and then at the end of the unit distribute a multiple-choice question test with some short answer questions that can be either written or the answers can be told orally to me.

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