Universal Design For Learning Essay

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

I believe the fundamental goal of teaching is to foster, support and respect a safe learning environment for all students. In addition, to be passionate and commitment to give high equality education by providing an equal opportunity. Furthermore, my goal for students to explore, express themselves using effective communication and provide an open ear to listen to every in relationship and partnership in connection with each ELL/Culturally and Linguistically Diverse Students to be successful Academic Achievement in learning. I believe learning takes place in many different learning styles, contexts, within a multicultural setting using different age appropriate activities, clues, learning strategies, and updated research through technology

Goal instruction is an essential part of successful DPE teaching, and is instrumental in the formulation and evaluation of the prescribed content being administered to students

UDL provides the same kind of flexibility in modern classrooms. The goal of UDL is to present school subjects so that all learners can access the information, and to give learners different ways to demonstrate their knowledge through multiple needs of representation, action and expression, and

UDL is a set of principles for lesson design that gives all students equal opportunities to learn. UDL focuses on three core principles, representation, expression, and engagement. These principles are used to help teachers design motivating and engaging lessons that increase the participation of all students, especially those with special needs. It involves “how to teach the content to make it accessible (representation), how students will show what they learned (expression), and how to motivate all students to do their best work (engagement)” (Spencer, 2011, p.11).

I want to set up five goals in order to help my students to overcome those obstacles through many activities in my classroom. I intend to learn everything possible about my students and their families’ background knowledge and culture to create a frame in order to respect their culture, their language and the students’ identity. I intend to encourage parents to participate directly into their children education. I intend to create a parent-teacher conferences

The learning design has an array of unique supports. The variables include, but are not just limited to: teachers, assistant principals, cafeteria workers, counselors, and parents. You, along with these integral features, must prepare students to successfully graduate from high school and from college. Therefore, you must ensure they leave their high school with a burning interest to pursue higher education, and a compelling urge to become productive citizens.

The consideration of three levels of questioning for designing learning is useful. We know that the open question is central in designing learning tasks. But, there three other levels of questions that should be taken into consideration as well level one epistemological questions these questions deal with those principles and practices at a level of transcendence that applies to all educational events.

Include what the teacher will be doing AND what the students will be doing in each segment of the instructional design.

Ideally teachers should first look at how the objectives correspond to the larger goals and aims and then identify the skills required to achieve the objectives (Noddings, Aims, Goals and Objectives, 2007).

The Universal Design for Learning is defined as a set of principles for curriculum development that caters to varying needs in the classroom and provides individual and equal opportunities to learn. It provides a framework for devising instructional goals, methods, teaching practices, and assessments in a range of different modes to promote student learning. The approach is important because it identifies a wide array of needs and wants in the classroom, with individual students necessities, skills and effective learning techniques pivotal. The framework recognises the barriers to and for learning, allowing for the implementation of flexible techniques that cater to student’s strengths and desires so that each student can reach their learning

Instructional design (ID) can be dated back to World War II, being used for development of military services (Garrett & Benson, 2017). Then adapted to the realm of education in the 1970’s, and is still a large component in education (Garrett & Benson, 2017). Education is an ever-changing field, where there are always new initiatives, some of the core initiatives set forth by the United States Department of Education are: Higher standards of learning, and more useful assessments and data (United States Department of Education, n.d.). “Instruction is a systematic process in which every component (i.e. teacher, students, materials and learning environment) is crucial to successfully learning” (as cited in Isman, 201). Isman stated four principles that played a key roll in the instructional process that helped to

Universal design is established seeing everyone ahead retain the ability performing effectively existing lifestyle. Consequently, innumerable universal design eminently influences our standard lifestyle. However, universal strategies advanced the achievement prior to learner literacy. Moreover, various techniques utilized such as assessment, accommodation, class climates. The ensuing paper review distinctive instructional strategies consequently universal design influence my disposition inasmuch educator.

Planning: Generate a systematic storyboard of learning objectives. Here the instructional, visual and technical design strategy is documented along with a prototype discussed

The design document should conclude with an evaluation of your proposed design. This task will allow you to demonstrate the following: Learning Outcomes 3.2, 3.3, 3.4 and 3.5.