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As a way to align Multiple Means of Engagement, teachers should strive to remove potential learning barriers by providing assistance to students. Incorporating technology to remove barriers is one way that many teachers are choosing to use. This allows students to work at their own pace and have the resources to look into the material more in depth. These students can also obtain the help from ENL teachers, and peer tutors where they might be able to speak their own language. Educators can adapt the difficulty level (i.e use of sheltered English) and translate material into the students language. (Manually or with computer translation programs.)

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Math is a subject that requires the knowledge of how to represent and express content specific symbols, numbers, process and vocabulary. Educators should allow students to demonstrate their knowledge of curriculum and the instruction through the use of manipulatives, verbal expression, technology, and event the help from paraprofessionals. Teachers should also allow extra time for these students to process information and think about how they will need to express information. This aligns with Multiple Means of Expression and Action.

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If a student has difficulty understanding the material, educators need to have a plan on how they will assist this student. One way teachers can try to support students before the acquisition of new knowledge is to have a relatable entry task that allows them to extract prior knowledge and to think of math in an alternative way where they can relate math to applications they face in their every day routines. Along with this strategy, allowing students extra time for processing an assignment will ensure that students not only finish the assignment but have a better understanding of the material. Educators should present and instruct material in a way that is clear, precise and displays to students what is expected of them. With Multiple Means of Representation, students should understand what is asked of them, and have alternative ways to learn material based on their learning styles.

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Gargiulo, Richard M., and Deborah J. Metcalf. Teaching in Todays Inclusive Classrooms: a Universal Design Approach for Learning. Cengage Learning, 2017.

“The UDL Guidelines.” UDL, 31 Aug. 2018, udlguidelines.cast.org/.

Edunote.info@gmail.com. “Learning Barriers and Overcoming Barriers to Learning.” IEduNote.com, 25 Sept. 2018, iedunote.com/learning-barriers-overcoming-barriers-learning.

Universal Design for Learning Lesson Plans, www.patinsproject.org/UDLLessons/udlteam.html.

Annandale, Anel AnnandaleAnel. “Anel Annandale.” Find an Educational Psychologist in South Africa, www.childpsych.co.za/barriers-to-learning/common-barriers-learning/.

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Although students may understand instruction and the over all idea of the lesson, students might struggle to calculate even simple math problems. Educators should be giving students the opportunity to have extra time to obtain a better understand of the lesson. This will also ensure that students will realize that math can be calculated using various methods. Some of those methods include the use of a number line, manipulatives, graphic organizers, and calculators. The use of alternative ways to express the concept of calculating can be aligned to the Multiple Means of Action and Expression.

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Math is a complex subject that requires a fundamental foundation of knowledge before students are able to move further along with more challenging math lessons. It is also a subject that requires focus and motivation to be able to work and develop critical math skills. For students to become interested and motivated in completing assignments and engaging in lessons, teachers can set goals and use materials to prompt higher level thinking and a desire to try. Some examples of how teachers can do this is to provide harder worksheets, individualized challenges or create a competition. Help students to understand objective and goals and create a want to meet those standards. Scaffolding may be needed as students approach broader ideas and make connections between prior knowledge and advanced ideas. This modification is aligned to help adjust the lesson plan to have Multiple Means of Representation.

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The first modification to be made to this lesson plan was made to align with the Multiple Means of Engagement. Students may struggle to understand your lesson if they are caught up and confused on what content specific vocabulary means, especially if their native language is not English. There are lots of solutions you can find to modify this barrier by utilizing various materials to help them get a better understanding and clarify terms that might be challenging to them.

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lesson plan used for EDSP 300 UDL assignment