511 Classroom Observation

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Victor Valley College *

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Apr 3, 2024

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EDUU 511 Classroom Observation Form Universal Design for Learning School Oak Hills Highschool Date 11-9-2020 Time 9:30 AM Teacher Monica Lee Grade/Subject Highschool Science Lesson Setting: ___ General Education X Special Education Record your observation notes below. You may not see evidence of every element of a UDL guideline during each observation. Comment on what you do see. Universal Design Guidelines Observation Notes What did you see? Explain the connection to the UDL Guidelines Multiple Means of Representation -Provide options for perception -Provide options for language, mathematical expressions and symbols -Provide options for comprehension This UDL guideline was demonstrated by the teacher using 1.1 – 1.3. The teacher taught a lesson on Volcanoes and demonstrated how they worked after the lesson. First, Monica expressed her knowledge on volcanoes to the students by talking aloud and asking questions. She then showed the students a video on volcanoes using their pro- wise smartboard. After the video was over, the class then went over a lesson on the smartboard which consisted of a quiz after the lesson. This gave the teacher the ability to see that the students were understanding what they had learned. Using guideline 2.1 I felt that Monica gave the students a hands-on illustration demonstrating how volcanoes worked by using baking soda and vinegar and creating a little eruption. The students were very fascinated with this project as Monica asked them questions regarding the lesson and project. She would ask them “What is happening now?” and the students would say “It is erupting like the in the video we watched!” Using guideline 3.1 Monica would ask the students what the remembered from the video they had watched on the smartboard before she went on with each step on the visual volcano. The students would go through the steps as the worked on creating the volcano. (They watched a video on volcanoes and then watched a video on the experiment they were going to conduct in the classroom) Monica would ask them what happens next and what is the next step. I thought the teacher did a wonderful job with these students working with such a diversity of disabilities. She really kept all the students focused the whole time. There were even non-verbal students in the class who had the ability to participate by reading aloud using the smart board. When the students would go up to the smart board and press the icons, they were read aloud! Multiple Means of Action and Expression -Provide options for During this lesson, I observed Monica using 6.2 During her lesson she took the time to make sure that the students had a clear understanding of what they had learned from the video as they

physical action -provide options for expression and communication -provide options for executive functions performed the hands-on activity creating the eruption. The teacher asked the students to demonstrate their knowledge before every step by asking them “What’s next?” This gave her the clarification that the students had an understanding and that they had gained knowledge from the lesson she had given them. I also saw her use guideline 5.2 as she used multiple tools to create the project, and even gave each student a paper to fill out when they were done so they could show her what the had learned. I was so fascinated with the way the papers were constructed. If the students were not able to write, they could cut and paste the answers on it was such a great example on how to teach a class with such diversity. Provide Multiple Means of Engagement -Provide options for recruiting interest -Provide options for sustaining effort and persistence -provide options for self- regulation During her lesson Guideline 7.3 was demonstrated by having students remain quite during the video. This eliminated any means of distraction so that the students could have their complete focus on the lesson. Monica also asked each student to raise their hands to answer questions. Guideline 9.3 was demonstrated when the students had the ability to take the quiz on the smartboard, and then finish the paper after the activity. I also feel that this is a great way to communicate with the parents by the students taking home the paper and showing the parents what they had done in class. Guideline 9.2 was demonstrated by allowing the students to raise their hands and not just shout out answers. Guideline 8.3 was used when the students had the ability to ask questions when they had concerns. Respond to the following questions: 1. What did you learn from the teacher about the students with special needs that were in the class (students with IEPs, 504’s or GATE)? During my observation, I had the ability to be in a classroom with students who each had an IEP. I learned that even though each student was different in their own way, the teacher had the ability to create a lesson that was easy for them all to participate. There were students in there who had behaviors and would become over stimulated, yet the lesson still worked. The teacher had the ability to use the UDL’s according to each student’s need. During the lesson, I would hear the para educators and the teacher express the concerns with the students. For example, if one student had an IEP goal that consisted of cutting, they would state “You can do this, it is one of your goals.” This was something that I took notes on because I feel that it is so important to have the class work as a whole regardless of their disabilities. It gives the students a chance to work as a class and to fit in with one another. 2. Describe the physical environment of the classroom and the social environment. How did the teacher create a sense of community?

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