How is using preferred modalities beneficial in instruction

Reference no: EM133529181

Assignment: Lesson Plan Worksheet- Universal Design for Learning

Directions: Complete the IRIS Module: Universal Design for Learning and record your answers to the activities and assessment below.

Activity I:

A. What is your preferred learning style?

B. Does research support the statement "students learn better when they are taught via [their] preferred modality"?

C. How is using preferred modalities beneficial in instruction?

Activity II:

Given the traditionally stated goal: The students will read the book Anne Frank: The Diary of a Young Girl and give a five-minute oral presentation about the author's experiences.

A. Identify potential barriers that might make it difficult for some students to achieve the goal

B. Rewrite the goal so that is incorporates UDL principles

Activity III:

Mr. Cottrell, an eighth-grade math teacher, is beginning a chapter on basic geometry.

A. Evaluate the materials that Mr. Cottrell plans to use, listing at least one potential barrier for each.

Traditional Materials	Potential Barriers
Lecture and chalkboard
Textbook
Overhead projector

B. List at least three possible universally designed materials or media that Mr. Cottrell can use and explain why each will more flexibly meet the students' needs.

UDL Materials	Rationale for Use
Lecture and chalkboard
Textbook
Overhead projector

C. Do these universally designed materials or media address the needs of Pierre, a student who is primarily a tactile learner? If not, adjust the materials accordingly.

Activity IV:

Mrs. Hunter, a seventh-grade science teacher at Sycamore Middle, is teaching a chapter on cell division. She has started to implement UDL in her classroom and creates her weekly lesson plan.

A. Review Mrs. Huner's lesson plan and determine which instructional methods she uses to address the three UDL principles. Highlight them in the table below:

Representation

Action and Expression

Engagement

1. Provide multiple examples

2. Highlight important information

3. Present content utilizing multiple media formats

4. Build or activate background knowledge

1. Model skills in a variety or ways

2. Provide opportunities to practice with scaffolds and supports

3. Provide corrective feedback

4. Allow alternatives for students to express or demonstrate their learning

1. Offer choices of content and tools

2. Provide adjustable levels of challenge

3. Allow students to choose from a variety of reinforcers

4. Allow options for the learning environment or context

5. Utilize flexible grouping

B. Now that you have identified the instructional methods that Mrs. Hunter uses to teach a chapter on cell division, consider the following questions:

1. How did Mrs. Hunter address the needs of visual, auditory, tactile, and kinesthetic learners? Were there any learning preferences that she did not address?

2. Evaluate Mrs. Hunter's implementation of the UDL principles. Explain what elements you liked and how you think she could improve the lesson to meet the needs of all students.

3. One of the students in Mrs. Hunter's class has muscular dystrophy and as a result has difficulty with fine motor skills. Given Mrs. Hunter's lesson plan, do you think that this student will be able to access the content and effectively demonstrate her knowledge?

Activity V:

Recall that some of the teachers at Sycamore Middle School wanted their students to learn about the Holocaust. After applying the UDL principles to the traditional goal, they developed the following UDL learning goal:

The students will access a novel about a child's experience during the Holocaust through their preferred medium and will complete a project to summarize what happens to the main character.

The students in Mrs. Alvarez's class will be allowed to choose one of the following methods to demonstrate their knowledge:

1. Create a Power Point
2. Create a poster
3. Write a paper
4. Design a model illustrating a pivotal scene
5. Deliver an oral presentation

Help Ms. Alvarez develop a rubric to grade her student's projects.

Task

Record your answers to the IRIS Module assessment questions below. Not all of the parts of each question are here so be sure to read the full questions in the IRIS Module assessment:

A. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.

B. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

C. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.

Components	Barriers	UDL Solution
Lecture/notes on chalkboard
Handouts
Internet research
Oral report

D. Using the table below, describe at least two ways you would present the information, assess your students, and maintain their engagement in the subject.

Learning Goal	Know the parts of a plant (roots, stem, flowers, leaves)
Presentation
Assessment
Engagement

E. Turn a Traditional Lesson Plan into a UDL Lesson Plan: Choose one Option!

Option I:

Traditional Lesson Plan	UDL Lesson Plan
Goal:	Goal:
Focus:	Focus:
Materials:	Materials:
Instruction:	Instruction:
Assessment:	Assessment:

Option II:

Traditional Lesson Plan	UDL Lesson Plan
Goal: The students will read the first three sections of the chapter on DNA in the textbook and turn in handwritten repsonses to the textbook review questions.	Goal:
Focus: The structure of DNA	Focus:
Materials: Textbook, lecture, PowerPoint presentation, worksheet	Materials:
Instruction: 10:00-10:30 - Whole-group: Teacher summarizes the main ideas for sections 1-3 of the textbook, using a Power Point presentation and lecture 10:30- 10:40 - Independent work: Students complete worksheets by labeling diagrams of DNA and writing the definitions for each key word 10:40-10:50 - Independent work: Students start working on the textbook review questions for these sections and will complete for homework.	Instruction:

Reference no: EM133529181

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