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Before: I would ask students to write a response showing reading comprehension in relation to the story "Green Eggs and Ham"

After: I will leave the option open for students to produce any kind of work they feel they want to respond to the story. They can write, create a poster, draw, make a video, etc. for whatever they feel appropriate in order to show story comprehension. This will give them freedom of representation and action/expression, while also engaging them through student choice.

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A recent lesson that I taught in class was a list of natural resources found in/on earth. The students just had to write down the name of the resource, nothing else. One way to improve the lesson would be to allow students to take pictures of the slides, to use their phone or laptop to type out notes

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For my PE lessons I use a dry-erase board/markers and place it in the front of wherever I am teaching the lesson. That might be on the baseball field, gym, or football field. Then I  write down the exercise names on the dry-erase board for all of my students to see, this includes how many repetitions and sets we are doing. I also model the exercise. I model the modified version and the full-form version for my students. I tell my students to try their best and do what they can physically do.
If you have any further suggestions for me, please let me know. It would be very helpful and much appreciated.

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Before: I told students which specific math warm-up problems we would be reviewing.

After: From now on, I will have students choose which problems we will review and I can let them come up to the Elmo or board to show their work. Having everyone bring a piece of the warmup, students can learn from each other.

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Before: We commonly use warm ups in a think pair share method that review a topic that was taught the lesson before or a topic that we see students struggling in.  Usually we have students show us on their hands 1-5 on how they felt working on the problem.

After: I like the idea that Alexis presented to have various problems for students to choose from. It gives them a bit control and allows them to feel confident on the topic instead of defeated. I also should switch up the public display for the check for understanding and maybe have them write their comfortability on the warm up itself. It gives them privacy and it allows for me to reevaluate how I am teaching the topic.

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Before:
Students did their Warm-Up/ Do Now on paper.

Students wrote a bunch of notes for their study guides.

After:
Now I want to play a Math War game with them to keep them more engaged and have fun learning Math.

Now I construct GimKit games so students are asked assessment questions to review the content. And they get to be creative and compete with one another.

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When I am doing math warm ups with my 2nd graders in my tier 3 class. They are able to use blocks to help solve the equation. I think I might also add white board or maybe I can have them access the chromebook to see if they know how to use a calculator. I don't think I've ever asked them if they have ever used one. We try to incorporate a variety to the lesson plans but there are some chrome extensions that I think students would benefit having access to.

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When I am doing math warm ups with my 2nd graders in my tier 3 class. They are able to use blocks to help solve the equation. I think I might also add white board or maybe I can have them access the chromebook to see if they know how to use a calculator. I don't think I've ever asked them if they have ever used one. We try to incorporate a variety to the lesson plans but there are some chrome extensions that I think students would benefit having access to.

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Before: As a formal assessment, my 9th grade English class was required to write an essay on Romeo and Juliet.

After: Moving forward, students will be able to choose from a variety of creative projects or opt to write the essay to conclude Romeo and Juliet.

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Before: Students had to take a test on their chromebooks and write about a story they read using RACE strategies.

After: Students will be given the option to either type their paragraph on their chromebook or use a graphic organizer to write their ideas. For those who have a difficult time writing they can be given the option to use cliparts or draw showing they understand the key parts of the story.

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Before: During ART block, I would pick a topic for the students to learn about and have them recreate an artwork with crayons/markers.

After: Topics are chosen that align with students' interests and relate to the unit we are working on. There would be a class vote on what topics we will be learning on its assigned day. Supplies will be accessible for students to use such as watercolors, markers, chalk, crayons, colored pencils, pencils, whiteboards/markers/erasers, etc.

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I just recently chose to write a synthesis paper on Universal Design for Learning, so this was on my mind the whole last month of the school year. I have been thinking about how I could improve my teaching using this method and this is what I came up with.

Before I would pull out the math assignment, teach the lesson (I do), work through the lesson with them using cubes (we do), and then check for understanding (you do).

Now I have been trying to facilitate a lesson including discussion which includes the students telling or showing me how they might solve the problem. They are given different choices for manipulatives, ways to show their work (orally or visually). I have seen a trend from my students as I have observed them during the lessons. e.g. student A will almost always pick the same specific choice for representation when given choices for the presentation of the lesson. He will also consistently utilize the same method of expressing what he has learned using the same method even though he is given different options.

My big take-away has been that UDL is essential for learning, but equally as important is knowing your students individually and understanding their personal means for learning.

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Before: I had students watch a video about bees and I shared a powerpoint with them. They had to write down information they learned from it.

After: I will now have students discuss in groups about what they learned and they can have the option of how they want to share that information with me. They could write it, draw it, verbally explain, or make a video. They can share in any appropriate way as long as they showed what they learned. This will allow students to work together and have freedom to share what they learned.

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Before: I teach Life Science and we just finished our unit on Vertebrate/Invertebrate Animals. This lesson includes PowerPoints, written notes, graphic organizers and videos. After our first assessment, many students were having difficulty with the different classifications/characteristics for certain animals, mostly those that were new to them (example: mollusks, cnidarians, etc.) even with the use of notes/visuals. We were nailing the vertebrates but struggling with the inverts.
After: Coming back to the lesson, I believe I need to frontload for better representation of the information. We go from familiar animals such as birds, reptiles, mammals to vocabulary that is unfamiliar and hard to pronounce. The vocab needs to be introduced and practiced in smaller chunks. Having the students work in small groups exploring different inverts together so they can discuss and explore for familiarity and comfort. Finding a way to connect the information with a fun activity, such as finding inverts in a movie like "Finding Nemo" may also be beneficial. Lastly, when asesssing, allowing the students to express their knowledge through written words, digital formats (slides/PPT, Word Doc), drawing of animals, and/or having them talk about what they know. This will give them multiple ways to show what they have learned based on how they best express themselves.

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Before: Students will be shown visuals of the various sequences discussed in the lesson before starting the Read Aloud.  For example, pre-cut strips with the temporal words (first, second, next, then, and last) will be posted on the board.  Students will use their personal experiences to relate to the content, such as understanding the order of events in their morning and/or bedtime routines, the order of brushing their teeth, or the order of making a sandwich.  After the Read Aloud, the students will work in groups of 3-4 to discuss the events of the book and collaborate to make sure the provided sequence cards are in the correct order based on the story.  The index card will be double sided: one side will have the written text and the other side will have the illustration associated with the text.  I will walk around with the book in hand to each of the groups to check for understanding and assist groups who may have missed listening to any specific part of the story.

After: The pre-cut strips can has a visual to represent the temporal words (first, second, third, and last). For personal experiences, some students may not be able to relate so a list with examples or having a discussion before the assignment would benefit them. The index card can be laminated to allow students to write and erase as needed like tracing the temporal words as well as to prevent tearing of the index cards. I would also make an effort to have multiple copies of the book so to prevent too much idle time when students are waiting for me as I am walking around.