Maker Kit Lesson #2 UDL

Part #1: This week we spent a significant amount of time learning about Universal Design. After we read the UDL guidelines and explored free tools online, we used what we learned to modify our  original Maker Kit Lesson Plan to include elements that support the UDL framework . The revision process entailed focusing on how I could minimize barriers and maximize learning by implementing multiple methods of representation, expression and engagement in terms of what I wanted my students to learn and care about. Embedded you will find my modified lesson plan. To see what changes were made, check out my original lesson plan and read my reflection underneath the document below.

Part #2: Reflection

After reading the UDL Guidelines published by CAST Center, I felt slightly overwhelmed by all of the details. For each of the three principals there were several guidelines and within those guidelines there were several checkpoints with various implementation examples. However, after analyzing my notes and original lesson plan, I found that I had actually included several of the UDL components in the activities I originally planned; I just hadn’t specifically stated them as supports. I was surprised to find I could show evidence for at least two of the teacher implementation examples on most guidelines. With that said, UDL is intended to increase access to learning for all students by reducing physical, cognitive, intellectual, and organizational barriers, and although I am confident I provided options and supports, I did realize that I hadn’t considered all learners while planning. I left out supports for HI students, CI students, and ELL students. So, the goal for my lesson plan rewrite is twofold: to go back and add specific details regarding the options and supports that I already have in place and to implement tools and supports for students who are CI, HI, and/or ELL (because I teach students with those specific impairments I am choosing to focus on them).  Moreover, I believe that the changes made for those specific impairments will actually help students without disabilities as well, kind of like how wheelchair ramps also service individuals with strollers or luggage.

My lesson plan is A LOT more detailed and looks different in format. I started by downloading the UDL lesson plan format and copied what I had from my original lesson plan into their design. I added a few boxes to their design that they didn’t have because I felt they were important components and the UDL Guidelines did stress the importance of short and long term goals, which is why I added a box that shows what they learned, what they are currently going to learn, and what they will learn in the future. I also added a box for materials because it is a cooperative learning lesson and the materials were improved to provide supports that would remove barriers, such as headphones for text-to-speech. Aside from that, my lesson plan is true to their format. I really believe this helped me refocus my planning and re-writing because I had to consider what background knowledge my students should have and how I could help them make connections.

In my original lesson I planned for an exploratory cooperative learning lesson & as explained in my original post, the content actually allows for students to learn in way that it makes sense to them.  Moreover, by focusing on constructivism and choice theory, I found that my original lesson actually covered most of the 3 principals in the UDL guidelines. By paying close attention to the teacher implementation examples for each guideline I naturally began to consider small details that I may have left out, such as print documents for all auditory components I use or visuals to support vocabulary and/or instructions. By exploring online resources and reading about UDL before rewriting my lesson, I was able to easily identify barriers that existed in my original plans and I had a better handle on the supports available to remove those barriers. If you read through my new lesson, you will see I added a ton of support for hearing impaired students, ELL, and students who are cognitively impaired. I used the ideas I learned about on the free resources page we explored. Read my tweet!!

In terms of multiple means of representation, the goal of my lesson is to learn how to write a two-column proof, so there isn’t much autonomy in the structure of their written proofs. However, as I stated in my original post, the path that each learner takes to complete the proof is NOT linear. There are choices each step of the way…that is the beauty in mathematical proof. With that said, to help learners understand that there is not one right method to write a proof, even if it regards the same exact visual element, I added the “driving directions” analogy to my lesson plan (you can read it in my new and improved plan). The UDL guidelines suggest that analogies and metaphors help learners make connections and assimilate new information. I did, however, add additional presentation options, different methods of taking notes for reflection, different methods of communicating and receiving feedback, and alternate methods for viewing and playing with circuits (online switchboard/drawn out circuit). I believe that the original lesson plan included appropriate levels of challenge and support, so, in the rewrite, I focused on providing more options and descriptions that would make the existing challenges and supports explicit and accessible to all learners.

By learning about the three primary principals that guide UDL, I was able to rewrite my lesson plans with improved goals that were specific to the purpose, with differentiated teaching methods that provided support and matched the goal, with materials necessary for learners to access, analyze, organize, synthesize, and demonstrate understanding in varied ways, and with informed assessments that accurately measured learner knowledge, skills, and engagement. You can read about each of these specific changes in the actual lesson plan above. 

This weeks activities helped me re-think my teaching practices and supports. I have hearing impaired students that I wear a microphone for, but I hadn’t really considered all of the other supports they could potentially need that would help their classmates as well. The same idea goes for my ELL and CI students. I have some curriculum redesign ahead of me!!

References

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

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