Week 3 CPT

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Des Moines Area Community College *

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252

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Mathematics

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Feb 20, 2024

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docx

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CPT 3: Universal Design for Learning Part 1: Use the following resources and any other reliable sources you find to take notes about strategies/activities you can use to implement the three elements of universal design in your classroom. Think about what UDL looks like and sounds like in the classroom. You should have 10 ideas in each category. Resources: https://www.youtube.com/watch?v=hCHTxTfkBsU (make sure you watch this one as one of your discussion boards will be based on it.) https://www.readingrockets.org/article/5-examples-universal-design-learning-classroom https://www.ascd.org/el/articles/lesson-planning-with-universal-design-for-learning http://lessonbuilder.cast.org/explore.php https://www.youtube.com/watch?v=pGLTJw0GSxk&list=PLDD6870F2D42327F3 (this is a playlist with multiple videos) https://www.youtube.com/watch?v=dTxFYf50l-4&list=PLLKd3h8UX_F_f0XT9ze59-yl6gOv_obIj (another playlist) https://www.readingrockets.org/article/universal-design-learning (has a list of several helpful articles) Representation Engagement Expression -Multimedia – white board, screen -Support vocabulary, changing of font size, color -Numerous Strategy examples -Video of students showing work -Pictures and symbols on white board/screen -Words on board with the song, pointing as they read -Using the whiteboard to match the worksheet -Choices of interests -Persevere through mistakes and challenges -Student choosing topics -Song about the #s and math learning -Movement – arm motions the putting together -Turn and talk – collaboration between peers -Giving a “challenge” problem or making a “game” -Partner work -Engaging students at the -Express what they know -Using manipulatives -Group work – turn/talk discussion between of understanding -Number sentences -Writing thinking in words -Drawing a picture - calling out from board to all not just single students -materials to physically show or measure what they are showing in tables/graphic organizers

-Allow use of calculator – presenting them with the work in a way they have access to tools -Tables - Hands on -verbally gives task then physically helps or partially fills put table as a guide -floating around the room -variation of work for students -I can statements presenting what they can or will be able to do -video or short story of similar lesson board while they are doing the worksheet at their seats -Hands on -working with their own data -floating around the room discussing among groups -working on different learning sites -technology -having students interact w/ smart board -peer discussions -showing weights and weighing items on sheet and putting the pieces together -technology – using certain sites to show what they know thru visual art -i-movie, i-photo projects -comic life, record or show their learning -smart board -check in/check out Part 2: Based on what you’ve read/heard above or any other reliable sources you want to use, come up with 3 concrete examples of using UDL in the content areas. You should give 3 examples for each of the content areas. You must include both the example and the standard. https://iowacore.gov/ Visit this site for the Iowa Core Standards. For example: In fourth grade math while learning about fractions, I would allow students to use fraction tiles/circles, color fraction mats, use virtual fraction manipulatives, or a number line. Standard: CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Math Reading Science or Social Studies

K- when teaching “Geometry” they are to be able to identify and describe shapes. K.G.A.1- describing objects in environment using names of shapes, & describe relative positions of objects using terminology such as below, above, in front, next to, behind Teaching – using magazines with pictures or picture sorts to identify objects in environment that are shapes. Having students talk in groups or with teacher – guiding questions for terminology understanding. Point to (shape) tell me what else you see to get the student to use I see (blank) next to the square. Using worksheet to draw understanding of content -Representation - do so in a way that is best for all learners. Using the smart board interactive model activity -Engagement – using peer work and hands on work for students to stay engaged in RF.K.3. – Know and apply grade-level phonics & word analysis in decoding words. a. Demonstrating basic understanding of 1-1 letter sound correspondences by producing primary or many of most frequent consonant sounds b. Associating long & short sounds with common spelling c. Read commonly used high- frequency words by sight (sight words) d. Distinguish between similarly spelled words by being able to identify sounds of letters that differ Teaching – -Representation – Using sight word flashcards as a group to read out loud the sigh words. Teaching the students a “word work” game using identifiable high frequency words. Roll & record. Using the interactive board, a worksheet and a die students will roll the dice and the number rolled is matched with a K-LS1-1 – use observations or what they see to describe patterns of what plants and animals (including humans) need to survive Representation Showing life cycle video of plants on board Having fish in classroom – observing what they need and how they thrive Butterflies in classroom net/cage – hatching from cocoon to butterfly (life cycle) Discussing how humans grow from baby to toddler etc different stages Engagement – interactive videos or educational video having live animals (fish/butterflies) in classroom watching the changes daily and using their graphic organizers or notebooks to draw those changes Expression - Telling what they noticed from video – writing in words thinking Drawing pictures of

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