https://padlet.com/bren4990/6fs4pv72b31eagu5 EDSP 300, Dr. Melissa McConnell by Anton Brence en-us 2022-06-11 03:00:58 UTC 2022-06-21 05:22:44 UTC hello@padlet.com bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997236 UDL (Universal Design for Learning) is a framework used for designing curriculum that is accessible to all learners. When designing curriculum with UDL in mind, you are focusing on identifying learning barriers for students of many different needs proactively. Students with both high and low-incidence disabilities are important to consider, but so are those that are gifted and talented, at risk for success, culturally or linguistically diverse, and more. The framework is typically applied by focusing on three essential qualities that define UDL teaching and learning: multiple means of representation, action & expression, and engagement. 

]]> 2022-06-11 05:35:46 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997236 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997298 UDL came about as a desire to fulfill a similar role to what universal design has done for public buildings, within the needs of public education. Just as UD seeks to provide equal opportunity and access for all to public facilities, UDL seeks to provide that same equal opportunity to a diverse array of learners in the classroom. UDL’s development has been heavily influenced by the work of educational psychologists & researchers, cognitive-social theorists, and neuroscientists. The need for strong UDL has also been accelerated by legislation such as No Child Left Behind. With a focus on standards-based learning, there is a greater need for a curriculum that better assists all types of students in achieving the standards that are set. ]]> 2022-06-11 05:36:02 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997298 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997338 UDL helps students overcome learning barriers by being a framework focused on curriculum design that is, from the very beginning, accessible to students of all different needs. For example, a history teacher may elect to give lectures that are recorded and available online alongside all slides from powerpoints, and use several different teaching resources such as textbooks, websites, videos, or audio recordings, instead of simply giving a verbal lecture with occasional notes on the board. UDL teaching gives students several different options for reaching the level of mastery that is asked of by the curriculum, as to appeal to the many different strengths and needs of today’s diverse students. ]]> 2022-06-11 05:36:12 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997338 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997377 The UDL framework is defined by three essential qualities as identified by the Center for Applied Special Technology: multiple means of representation, action & expression, and engagement. Multiple means of representation can look like presenting information in a variety of ways. While some students benefit most from a standard lecture, others are benefitted by a visual on the board. Some may prefer having an audio recording of the lecture to listen back to, while others would get more out of having several text resources. Especially in the technological era, there are countless mediums that can be used for delivering information. Engagement relates to the “why” of learning, and focuses on methods for motivating, challenging, and boosting the interest of learning in students. Multiple options of engagement can be given to students via varying degrees of routine, spontaneity, and sensory input. Teaching towards the interests and passions of students can also be helpful. If a student is interested in cars and working on them at home, they may be best served with hands-on assignments, for example. Finally, action & expression pertains to the means at which students can show their learning. For a unit project, instead of requiring all students to submit a 5-page paper, perhaps you may provide several other options for the project such as a student presentation, recorded lecture, website, video, etc. Offering multiple means of action and expression enables students to take ownership of their learning, and produce high-quality work using what they are good at. 

]]> 2022-06-11 05:36:22 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217997377 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217998173 2022-06-11 05:39:32 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217998173 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217999191 Barrier to Learning: Visual learners may find it challenging to simply read and interpret project instructions on a sheet. 

Lesson Modification: Provide a visual demonstration at the front of the class before beginning project. Provide all students with access to a recorded video of this process that students can access at any time. 

Alignment with UDL Principle: Multiple Means of Representation.]]> 2022-06-11 05:44:04 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2217999191 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218000863 Barrier to Learning: Students with auditory disabilities may have trouble collaborating in small groups, especially during the chaos of several groups working independently in the same classroom. 

Lesson Modification: While students may elect to work freely and divide up responsibilities on their own within their groups, also provide the option for students to assign roles to each member of the group and finish the project "conveyor-belt" style where one student finishes their role's part of the project, then passes it to the next student in their group. That way students in these groups with assigned roles don't need to rely quite as much on communication, but can still collaborate in ways that are more broad and less step-by-step. 

Alignment with UDL Principle: Multiple Means of Representation. ]]> 2022-06-11 05:51:09 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218000863 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218002163 Barrier to Learning: Learners with limited fine motor function will struggle manipulating small pieces for their bridge. 

Lesson Modification: Provide these students with other opportunities for contributing to their group's bridge, such as giving them the chance to present and explain their group's work, or drawing out a "blueprint" of what the bridge will look like before building.

Alignment with UDL Principle: Multiple Means of Action & Expression]]> 2022-06-11 05:56:43 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218002163 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218003522 Barrier to Learning: Many students will struggle to successfully reflect in a written format.

Lesson Modification: Allow students to complete the reflection requirement by reflecting in a written format, or via discussion with classmates, in-class presentation, or audio/video recording that is only seen by the teacher.

Alignment with UDL Principle: Multiple Means of Action & Expression]]> 2022-06-11 06:03:35 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218003522 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218005068 Barrier to Learning: Students that struggle with failure could have a very hard time staying motivated if their bridge falls apart during construction.

Lesson Modification: Have two "emergency bridges" on hand that are simple and modifiable. If a group loses their progress in the middle of building, they may be given an emergency bridge to immediately be able to have a solid foundation that can be modified in several different ways to the group's liking so that they are still able end with a finished and personalized product. Take pictures often so that in the event of a collapse, students have a picture to show for their work on the first bridge.

Alignment with UDL Principle: Multiple Means of Engagement]]> 2022-06-11 06:11:19 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218005068 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218005864 Barrier to Learning: Auditory learners may not get much engagement out of hands-on building.

Lesson Modification: Allow auditory learners to take on the role of a designer, discussing with groupmates how they may put their bridge together. Other students can focus on bringing these ideas to fruition, while the auditory learner brainstorms and discusses with groupmates. For any learners that undertake the "designer" role, also allow these students to present to the class their thought process, or utilize video/audio recording seen only by the teacher if speaking in front of the class is a challenge.

Alignment with UDL Principle: Multiple Means of Engagement]]> 2022-06-11 06:15:09 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2218005864 bren4990 https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2226439177 Gargiulo, R. M., & Metcalf, D. J. (2017). Teaching in today's inclusive classrooms a universal design for learning approach. Cengage.

Morin, A. (2021, February 10). Universal Design for Learning (UDL): What You need to know. Reading Rockets. Retrieved June 20, 2022, from https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know

Science lesson plan template. Venngage. (n.d.). Retrieved June 20, 2022, from https://venngage.com/templates/education/science-lesson-plan-a043d949-f274-4bba-870e-35d4ba9f5d0e ]]> 2022-06-21 05:15:44 UTC https://padlet.com/bren4990/6fs4pv72b31eagu5/wish/2226439177