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Universal Design for Learning: Theory and Practice (text) 

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Universal Design for Learning: Theory and Practice (text) 

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Theory and Practice. By Anne Meyer, David H. Rose, and David Gordon.

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Intro Video Recording (Google Log-in Required)

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Intro Video Recording (Google Log-in Required)

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When looking to provide options for action, expression and executive functioning, my first thought always heads to writing. In writing we offer a variety of paper choices, some with lines, dotted line, sentence starter, etc. Here the students are able to identify for themselves what they need. When introducing the topic or goal for that unit, we are able to introduce it with instruction verbally and visually. We also use a "progress monitoring: chart, so they are able to identify where in the writing process they are. As a learner this would have helped me stay organized and focus on each day at a time. I have noticed that in past years writing is where most students lack the self-motivation and personal progress monitoring.

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The iSolveIT puzzles seemed like a great way to encourage students to think on their own and with creativity. Algebra seems like such a straightforward concept, but the flexibility offered through the puzzles helps us see how students can reach thinking in different ways. I think it is ideal to have students access the curriculum using different means and avenues. The impact will be positive for the students as they will be able to work at their own pace. The impact for teaching practice is variable based on how that teacher teaches currently. I think at the younger level we do cater more towards "levels" but don't always offer everything to everyone.

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We have been working on adding within 10 and equivalent expressions. We played a game of true and false. Students were provided expressions (told to be equal) and had to decide if they went in the "true" pile or the "false" pile. They were able to access various manipulatives to help them decide. To extend this idea they were given an equation that was not equivalent and were asked to change a number that would make it true/equivalent.

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One way I provide options for action is in math. There is an area in the back of my classroom that has dry erase markers, dry erase boards, tons of  manipulatives, 100s charts, crayons and many other items. Students have access to this area and know that if they need anything to help them during math class they are always welcome to walk back there and grab what they need. I have found that students will access materials that I would never thought to use during a lesson that has helped them become successful with a lesson. I think it is important to allow students to gather their own items because it does not limit them to  specific items I provide. I think it helps the learned learn what tools they need to be successful in the classroom.