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"Support learner variability through flexible assessments"

"Involve learners in assessing their learning progress"

(UDL Tips for Assessment, page 3-4)

Through ELA assessment incorporating flexible assessment through providing variety in the types of assessments ensures that students learning is being represented. For example, while doing a novel study with the end goal of completing an essay on the novel having multiple types of responses assessed before the final essay creates more opportunity for students to demonstrate their understanding. Through the completion and assessment of a variety of responses and projects, it is important to create assignments that represent student learning and understanding.

Also while assessing assignments and responses throughout the unit, keeping students aware of both things they are doing well and things that need to be worked allows students to be active participants in their learning. For example, while analyzing themes of a novel if a student completes a response that is a bit off in identifying key themes there is now an opportunity for the student to re look at their work and have a conversation about where they were close in their analyses and where they were lacking. Self assessment could also be incorporated as well, allowing students to be even more involved in their own learning.

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Science, Grade 7, Climate Change -Environmental Impact Topic. Identifying the human activities that contribute to climate change. Students will measure their own ecological footprint. Students will do a poster based on the data that they have acquire from measuring their footprint (food and water consumption, waste production, housing, transportation, energy consumption, and consumption of products and goods). Students will be given a time to do a research at the computer lab and design their posters. UDL: Block Three. Self-regulation-emotional regulation and mindfulness. -Reina

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Science, Grade 7, Climate Change -Environmental Impact Topic. Identifying the human activities that contribute to climate change. Students will measure their own ecological footprint. Students will do a poster based on the data that they have acquire from measuring their footprint (food and water consumption, waste production, housing, transportation, energy consumption, and consumption of products and goods). Students will be given a time to do a research at the computer lab and design their posters. UDL: Block Three. Self-regulation-emotional regulation and mindfulness. -Reina

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Troy, grade 10-12, French, Theme: leisure activities

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Troy, grade 10-12, French, Theme: leisure activities

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Students are tasked with creating a multi-modal presentation teaching us about a hobby or leisure activity that they are passionate about. The topics are based on student interests. They will research their hobby and explain the 5Ws relating to their life. In doing so, we are exposed to new activities that we may have not yet tried.
Ideas linked to the Three Block Model:
1. student choice and autonomy
2.Technology
3. Inquiry

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Looking at the 3 block model of UDL, this highlights the importance of self-worth, belonging, cognitive challenge, and social learning. It is important to find ways to relate mathematical content to students' identities and sense of belonging in the classroom community.
Looking at the specific SLO in grade 10 mathematics: Interpret and explain the relationships among data, graphs, and contexts.
Students can research and find data and graphs relating to their personal interests: Sports, video games, world issues, etc. Students can interpret and compare the information on their graphs. we could even share our findings as a class to introduce our peers to our interests. This will promote belonging in the classroom setting

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student will be discussing with other student about the elements onperiodic table.
each student will be given a periodic table and asked to write out the first 20 element using the periodic table

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My students would be encouraged to engage in class conversation based on an imposed question or a particular topic. For instance, reading the book Tuesday’s with Morris, the students will be given a question concerning medically assisted death. They will be asked to reflect on it individually and then be placed in random groups and discuss their stance with their peers. Afterwards, students will be split into two groups: those who support it and those who don’t and work in groups to prepare their argumentation and eventually have a class debate.
“The Three-Block Model of UDL”
- Social and Emotional Learning and We’ll-Being:
A) Develop self-concept
B) Value Diversity
C) Democratic Classroom Management

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I plan on doing a lesson that will serve as an introduction to the poetry unit in English class and will take place during the last 20 minutes of the class. As stated above this mini-lesson involves both independent and collaborative work to engage the students. To begin with I will assign groups of 4 and ask the following questions:

1. What is a question?

2. Why do we ask questions?

3. How do asking questions benefit people?

I will write their answers on the board and ask the students to keep these conclusions in mind. Then in their groups, each member must ask one question about the poem or the author. They must keep their perspectives on ‘questions’ in mind while formulating a question so they stay on topic. Each group has to discuss and agree with four distinct questions about the poem. The group will write each question on a piece of paper. Then, I will ask each group to exchange sheets with the group beside them.  Each group member will write down their neighboring group’s questions in a sheet of paper. Then, before they leave, I will give them three more questions they can attempt to answer in addition to the four questions they will take home.

1. Who did Dylan Thomas dedicate this poem to? Why?

2. What does a “good night” represent in this poem?

3. How does Thomas view the “good night”?

Therefore, each student will take these questions home and conduct their own independent research to find answers to the questions. They will be asked to put as much detail as they can with each answer and be prepared to discuss it in class the next day. They are also welcome to put in their own answers so long as they can show their reasoning. This lesson aims to honour Block 3 of the UDL. Indeed, Social inclusion is at the heart of this activity as this ultimately invites all students to share their interpretations on creative literature. All students are responsible for understanding their peers’ conclusions.
Edward

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Students get a worksheet that has them create equations to find a certain number or answer. A student will fill out their worksheet, for example, a question could be what is your shoe size? If a student's shoe size is 6 they can put in the equation 2 x 3. They then need to find a friend and ask their friends what their shoe size is and other questions and find the equation for them. It is also a getting to know each other exercise. This allows the students to have fun with the assignment, get involved, and be interactive with their peers.
Support from UDL 3:
- involve learners
- Build communities of practice
- authentic opportunities to engage learners

Danika

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Grade 8 Mathematics: Shape and Space (Measurement)

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Grade 8 Mathematics: Shape and Space (Measurement)

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Surface Area. Students will work in groups of 2-3 (they may choose) and will be given a rectangular prism or triangular prism to measure. Each group will have a ruler and paper. The group will measure each side of the shape and calculate the surface area. They will then choose another shape and repeat the process.
Support from UDL block three:
Systems and Structures, building social inclusion, inclusive practice by incorporating student choice, flexible group.
-Avery Scott

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Students were given an experimental research where they had to make a hypothesis, select the experimental group and the controlled group. Students were allowed to choose their own experiments and were given the class time to observe. Example: Younger people would buy more ICED drinks from Starbucks compared to older people.
UDL Connection: Block 2; student choice, flexible groupings. Block 3; respect for others, communication

Jane

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Students work in groups to read/watch information about a real case Charter Case and assume the role of Supreme Court justices to rule on the case. Multiple modes of getting information about the case studies are made available (readings, screen readers, videos). Groups work together to assess their own strengths/interests and assign roles (presenter, writer, researcher, etc.). After presentations, we discuss how those presenting their case may have felt in the face of injustices. UDL connections: flexible groupings, problem based learning, student choice (Katz, Block 2). - Madison

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Case Study table discussion. Discuss at your table which theory is used and what evidence is there within the case study to support your conclusion. Support from UDL:  Block three, System & Structures, sense of belonging, self regulations, communication, respect for others.- Leeadam

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In higher grades for ELA, as students become more and more aware of social issues (on a local, national, international scale), it might be helpful for them to hear a different side or even argue a position they wouldn't take themselves.

I believe this would be an example of backwards design, where the question of purpose is posed before planning. I would not have students debate meaningless things like "Is winter or summer better", but rather have students come up with issues they care about to promote engagement in their learning. They would hear different perspectives and maybe even argue the other side, expanding their view and bringing in new ideas that may not have been considered before.

-Elliot Quade

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Chelsea - Gr.7 Social Studies, People and Places of Europe

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Chelsea - Gr.7 Social Studies, People and Places of Europe

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Prior to the final project, which was creating postcards, I shared the rubric with the students so they know what they need to include in their projects. I went through the criteria and showed an example of a postcard, pointing out what has been met and what hasn't been met. I told them that I wasn't looking for perfect projects, but I wanted them to make sure that they had everything needed in the criteria laid out on the rubric so they'll get marks for it.

Block 3: Developing self-awareness

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Grade 11 History, short presentation on an event/person in Canadian history that is left out 

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Grade 11 History, short presentation on an event/person in Canadian history that is left out 

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Students put together a short presentation on something in Canadian History that isn't often discussed or left out of curriculum. Students will be provided with a list of possible topics but can also bring in their own topic that they're interested in. Students can present in person, can pre record, create a video, etc. Students can work individually or in partners. Students will also work as a class to create a rubric as to what the presentation should look like.

UDL 3 blocks:
-democratic classroom management
-diverse perspectives
-student choice and autonomy

-Kyra Swartz

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Brooke Parke-Wilson: Grade 10 English Language Arts 

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Brooke Parke-Wilson: Grade 10 English Language Arts 

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Empathetic Listening

Students will be having a meaningful conversations with other students in the classroom. At first with people they are comfortable with, and then partners are assigned randomly. Conversation topics are chosen by the teacher. They are asked to show their listening skills by responding with questions, paraphrasing their partners answers, and adding conversational extensions.

Support from UDL Block Three – Social and Emotional Learning and Well-Being – Self regulation, sense of belonging, empathy, perspective taking and compassion.

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For their final project, students are required to undertake a "Take Action" project. Throughout the course, students learn about inequities in our world, and in lieu of an exam, students choose a topic they are passionate about, and try to make a difference. Examples are bake sales for Winnipeg homeless shelters, awareness campaigns for Yemen and more! I like doing this because it gives students the freedom to choose what they want to do, and gives students an opportunity for praxis. BLOCK 2- Student Choice and Autonomy

- Micah

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In English class, this technique is used for many types of projects. If we were to do an extending project on a topic we have explored while reading a novel, I always use goal setting and self-reflection. This falls under the Social and Emotional and Well-Being block. I always like the students to set goals for themselves about what they hope to accomplish from the exercise, lesson, or unit because it is a great indicator for many aspects such as effort, engagement and understanding. Peer assessment is another good indicator and can also be used for group work to promote accountability. (UDL Tips for Assessment, p.4) (The Three-Block Model of UDL, p.1)

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Assessment Strategies: Offer Authentic Opportunities for Assessment

A good way to have UDL practices in the classroom is through having alternative assessment methods for the students.

For example: In Social Studies have the students complete assessment in a number of different ways, this can be through video, pictures, writing an essay or doing a quiz.

Having multiple ways to assess students is important in UDL because it allows us teachers to know where the student is in their learning in the best way possible, instead of just one way that does not work for the student.

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Grade 8 Science, Cells and Systems
Escape Room. Students have an hour to solve the riddles about cells and their organelles in order to find the vaccine for a zombie virus.  Students work in groups of 4 to decode their riddles and find the answers. Each student in a group has a job, one person writes down answers, one person is the runner to take answers to the teacher and get the next riddle, and two people work together to decode the riddle. Each riddle the students change their job. Teacher walks around to listen to student conversations to see who understands the course material, who is participating, etc.
Support from UDL Block 3: Social and Emotional Learning and Well Being.

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When students do an inquiry or a critical thinking task, students need to be able to set goals for themselves, to make sure they are moving forward in their assignments. A lot of my student's don't know how to make a plan and set goals in their projects and inquiries. This is something I want to work on with my students, as it is important for them to have this skill.
However, my students are good at mindfulness and emotional regulation, so when they are overwhelmed and need to step out for a minute, they know to do so, instead of sitting there frustrated. This is probably something I can learn from them.
Support from UDL Block 3: Social and Emotional Learning and well Being, Goal setting and planning, emotional regulation, mindfulness
-Adrianna Krawczuk

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Students are preparing for a re-enactment of the trial of Louis Riel. Students are put in groups and use technology to research their chosen roles within the trial. All students have been assigned a role.  This assignment touches on all three blocks of the UDL Model, System and Structures - Assistive Technology is available to all. Inclusive instructive practice - student choice and autonomy, flexible groupings. Social and Emotional Learning and Well-being - Sense of collective responsibility for well-being, achievement of all. (Three Block Model of UDL)

Lisa F.

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Supporting learner variability through flexible assessments. I would allow students to show what they know in a variety of methods, where learners feel comfortable and are able to demonstrate their skills and understanding. One example is giving students a choice in how they present their learning, in a presentation, a podcast, a play, an interview, etc. Depending on the topic they are presenting, the choices will be relevant to how they can present their knowledge. Educators have the opportunity to provide environments that facilitate positive growth, or learning, for all students (pg. 45).

- Pamela Figueroa

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Grade 9 Math: Statistics and Probability Unit

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Grade 9 Math: Statistics and Probability Unit

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Students will create and conduct a survey/experiment activity among their peers (ex: Favorite genres of music of the class). They will then graph the results, and then analyze and compare the graph and results. They will then share and present their findings, experience, and graph with the class. Students will work in small groups and roles are to be given and students are expected to support each other with the roles.
Support from UDL Block Three: Systems & Structures, building social inclusion, inclusive practice by incorporating student choice, flexible groups.
From the "UDL Tips for Assessment" article: Assessing engagement as well as content knowledge from page 2
-Floriane Musni

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Students will plan and perform a “Take Action” project on an area of their choice. Each student will work at their own pace on a topic of their choice and inquire more about it. Inclusive Instruction and Practice. Student Choice and Autonomy, self regulated learning, Inquiry. (Three Block Model of UDL) – Shayne M.

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Science, Grade 7, Scientific Method

One way I could design learning that supports a universal design for learning is through adaptive notes. When I was in my practicum last year I created a flip book on the scientific method, and in the class there were some students that could not take the full set of notes for various reasons (ability to keep up, writing skills, etc) so my CT suggested I create some flipbooks that have fill in the blank notes or the full set of notes so students will have minimal writing or no writing to do at all. These were then pasted into the booklets and this allowed these students to work on the same set of notes but having an adaptive layer to the note taking process. This connects to Block 2: Inclusive Instructional Practice by allowing all students to work on the same things but the level of difficulty had variety based on the needs of the student. -Kayla

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In English, We have lit circle groups for their reading. Each student has to choose a topic to cover, and together as a group they create a presentation that they share with the class about their book that they are learning. Students are assigned into groups and are asked to choose a book they would all like to read. They have four weeks to finish the book and cover the various lit circle groups. The fifth week is for them to create their class presentation is any format they feel would best suit the book they read.
The CAST document talks about student involvement on their learning and assessment, this includes regular check-ins and consistent feedback, which in lit circle groups they can receive from both the teacher and their classmates. (page 4)
In the three block model it covers Inclusive practice by allowing student choice, flexible groups.

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Global Issues, Grade 12.Topic: Differing opinions interviews

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Global Issues, Grade 12.Topic: Differing opinions interviews

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Students will interview someone who disagrees with them on something they are passionate about. They will be required to articulate a fair interpretation of that person’s views and demonstrate their ability to recognize that their opponent has genuine motivations. This will be designed to deconstruct the common issue of assigning negative motivations to opponents.

Support from UDL Block Three: Systems & Structures, building social inclusion, self-worth, respect for others and more.

- Trent Brownlee