The difference between UDL is that UDL is a concept, and assistive technology is a tool used to modify the lesson plan. Universal design for learning is used in the process of modifying the lesson. Assistive technology would be the tool or process under UDL that would accommodate the student that needs the modified lesson. UDL is also meant to accommodate a large group of students, and Assistive Technology is meant to accommodate one student in particular
One culturally responsive approach Dr. Nelson discusses is student centered instruction. This is where students learn through exploration and collaboration with peers on assignments and projects that are culturally and socially appropriate. In my lesson plan, students participate in an activity with a partner to examine the shapes of Geoblocks, but there is some lecturing at the beginning of the lesson. I could add even more student-centered instruction to evaluate their understanding. Students could be divided into groups of four or five to explain vocabulary words discussed and their meanings.
Another culturally responsive approach Dr. Nelson discusses is Communicating high expectations. If i communicate that I expect all students to understand the shapes given to them, and the vocab words, students will strive to meet that expectation. This will develop a healthy self-concept in students. Reflection question is also on this document:)
Having a variability perspective while a teacher is lesson planning provides the teacher to create multiple options for students to learn the content. This is because all students learn in different ways, and multiple options is the only way to accommodate multiple needs. This is effective UDL lesson planning, which benefits all students (pg. 35). With UDL lesson planning, it is important to recognize how the framework works to teach all learners. This process involves neuroscience and three branches to effectively teach and provide multiple means for all students. The first is effective networks and multiple means of engagement. This is used to get students interested in the topic about to be taught. The second is recognition networks, or to provide multiple means of representation. While teaching, an instructor could provide information to students through multiple sensory perceptions. This could be by writing the information on the board and stating it (sight and hearing), or learning the information through some form of technology. The third is strategic networks and action and expression. This is providing multiple ways the students can portray they learned the information. Some examples would be writing down on an exit ticket, discussion with a partner, or making a summary using an interactive website.
Citation: Your UDL Lesson Planner by Patti Kelly Ralabate
M- measurable by providing timely evidence: provide ongoing evidence that learning is improving A- Attainable by all students with a reasonable time frame: consider the readiness of all learners to move onto the next topic R- results oriented, yielding student-based learning: learning goals are learner focused and what students will do throughout the lesson T- time bound and regularly measured: check for understanding during a time frame 7. Write Individual Education Program Goals with a UDL Lens: make sure your lesson plans can accommodate individual needs and can be modified to increase their learning 8. Learning Goals that Recognize Barriers: sometimes it is appropriate to use constricted learning goals so that students can understand the purpose of the lesson 9. Design with Assessment in Mind: teachers need to decide what evidence students need to show what they learned from the lesson. 10. Concentrate on Purpose, Not Activities: a clear purpose results in a clear learning goal that students will be able to achieve. (Goals are in not particular order of preference) Citation: Your UDL Lesson Planner by Patti Kelly Ralabate (2016)
From the visit at Milbrook I saw great examples of UDL in the classrooms. The first was classroom arrangement. When I was a kid, most teachers would align the desk into simple rows, but at Milbrook I saw different arrangements of desks so that students could see the rest of their classmates, and teachers could teach from almost any angle of the classroom. I also saw small things such as posters with important processes on them for students to always look at, and technology in almost every classroom. Their was only one bad example of UDL from what I examined throughout the school, and it was located in the "speech room." It was a small boxed in room with no windows, no posters and no pictures. There was a mat on the floor and a desk with a telephone on it. It was possible that this room was not even used for a classroom, but if it was there was no sign of UDL.
Learner Variability is the different means or processes the student prefers to learn with, or the way they learn most efficiently. UDL plans for this learner variability by allowing multiple means of engagement, representation, and action and expression. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2016
Categories |