UDL Checklist via Cast.org

Using the UDL checklist provided by Cast.org, I was pleased to view and apply the necessary criteria to a language arts lesson plan of writing dinosaur diamante poems. I had previously created and taught this lesson in a first grade classroom and it went smoothly, however I recognize that there is always room for improvements.  Meeting most of the UDL requirements in teaching young diverse and varied leveled students, I found that there is more I can do to reach every student thanks to the suggestions in the checklist.  

This exposure and application of the principles:

multiple means of representation

multiple means of action and expression 

multiple means of engagement 

.....are so essential in today’s teaching practice!

Below are two photos of the UDL checklist and input responses I formed that applied to my original Dinosaur Diamante lesson plan

Following is the basis of the lesson DInosaur Diamante completed by first grade students. Included in the clip is the Behavioral Objective, PA State Standards that align with the skills and expectations as well as the materials that were used in the teaching.

Additionally, the following are some of the steps and actions of the lesson labeled with components or lack there of from the UDL checklist presented in blue font.  Purple print statements represent the suggestions or changes I would use to improve this lesson and implement to reach all students in the next experience.

This UDL checklist helps teachers make appropriate and effective instructional plans for students, allowing them to be satisfied and successful in their education.  This experience was extremely rewarding and I look forward to using this tool in my future lessons.  I encourage you to do it too!

The link for the UDL checklist is: 

http://udlguidelines.wordpress.com/introduction/

Curriculum Barriers Template continued..

In the experience of completing the Curriculum Barriers Tutorial there were four steps to complete

1. Choose a student

2. Choose curriculum

3. Analyze the barriers

4. Wrap up

From these meaningful practices, appropriate results were made and if these instances were real - further means to improve educating identified individuals would occur.  Not a teacher yet I used the provided students and curriculum to learn from.

The child I selected was Miguel. Below is an excerpt from the site about his academic tendencies:

Throughout his schooling, Miguel has struggled with reading and math basics, but with support from his family and adjustments to his assignments, he has progressed well. Miguel's world has recently been thrown into turmoil by his parents' divorce and a grandparent's illness. Miguel's varying and unpredictable emotional states are impairing his school performance.. Miguel's art teacher reports that Miguel has started to produce detailed and skillful art projects and seems, in that subject, able to become deeply engaged.

Next, the curriculum model I matched with Miguel was Fifth Grade US History:

This curriculum unit addresses the McREL United States History Standard #14:
"Understands the course and character of the Civil war and its effects on the American people." 

The benchmark for the class is that students will "understand the provisions and significance of the Emancipation Proclamation (e.g., reasons Abraham Lincoln issued it, public reactions to it in the North and the South)."

The materials for student use include a textbook, reference books, videos shown in class, workbook exercises, and paper and pencil. Word processing is allowed rarely, on certain written homework assignments, but never on tests.

Teaching methods include whole class lecture and discussion; small group discussion and short projects; seat work, homework assignments that are handed in and corrected.

Assessment includes grading of homework assignments, class discussion participation, end of chapter tests, and a test at the end of the unit requiring multiple choice, fill in the blanks, and essay questions. The tests are all done with paper and pencil, and writing mechanics are graded.

The chart below includes my results and some suggested strategies that would benefit Miguel based on learning about Miguel and the curriculum available to him:

Curriculum: Fifth Grade US History
	Student: Miguel
Curriculum Element	Student Characteristic	Barrier in learning environment for this student
Whole class lecture	Reading struggles effects Miguel’s adeptness to writing quickly	The material may be instantly understood yet the notes Miguel takes may be unclear to follow later on
Discussions - whole group and small group	Miguel works better with a helper one-on-one	Whole group discussions would be overwhelming for Miguel.  He could become lost in the group and his focus would not be on track
Textbooks and reference books	Reading struggles are a problem for Miguel	This independent task is worrisome for Miguel. Without the support and time for schoolwork assistance at home, Miguel will not progress
Assessments that include multiple choice, fill in blanks and essay questions.  * Writing mechanics observed.	Much of the test components require the ability to read and use mathematical elements that are difficult for Miguel	This structured and typical form of assessment is very biased and unfair to track Miguel’s progress.  An alternative form like an art project that displays curriculum understanding and expression should be provided *

 

Curriculum Barriers Tutorial

Having exposure to the Curriculum Barriers Tutorial found via the Cast.org site was a valuable learning experience. 

This application offers ways to evaluate instructional materials and methods in educating students. 

I see these evaluations to be of importance in special education services due to various and different needs for each student. 

The provided scenarios and examples on the site were informative and they certainly gave me great insight into thinking carefully about instruction and practices to implement in the classroom.

Cast.org Teaching Every Student

As mentioned before, Cast.org is a great resource for modern teaching.  Teachers can use this source to reach every student and their varied needs.

There is a tab, Teaching Every Student on the site that aligns with UDL practices and procedures.  This notion of teaching every student is highly important in this day and age as our society, or melting pot of a country is always being enhanced with new cultures, practices, ideals and abilities.  Because all of these dynamics are blended in school communities and the classrooms to be precise, appropriate measures should meet them.  Teaching should become more personal but collective at the same time for individuals can and should learn from o

ne another.

Provided in this site, there is countless information on UDL, appropriate and UDL-geared activities to apply for better understanding as well as case studies to promote further thinking and application experiences. There is so much to explore! I certainly enjoyed interacting with the different options and I encourage you to do so too!

Lastly, the availability to read the multimedia book 

Teaching Every Student in the Digital Age: Universal Design for Learning 

supports this significant teaching goal and practice.

Cast.org - A little more on UDL

Cast.org is a nonprofit research and development organization that works to expand learning opportunities for all individuals.  The implementation of UDL, Universal Design for Learning, ensures that this mission can be set.

I see this website as a great resource for incorporating UDL in today’s classrooms.  I really like in its definition under the UDL tab where it states,

“UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.”

Wow, that statement alone is supportive in individualized instruction. Also, it is certainly true how every person deserves a fair and appropriate chance to learn and succeed.  Flexible approaches that can be customized and adjusted for individual needs connect with this purpose.

The explanation for the Need for UDL is portrayed in an exemplary model.  The picture above labels the three networks and their uses.  I admire the “brain” icons, giving viewers a realistic understanding how the parts of the brain work in different ways and therefore UDL practices cooperate accordingly.  Additionally, a sense of teamwork of the different groups/assets comes to play. 

Cast.org resources for UDL support the

WHAT, HOW, and WHY of learning.

Because every learner reaches the WHAT, HOW and WHY differently - the curriculum, modules and practices to meet these traits should also comply.

Stay tuned for more knowledge on UDL.

Thanks for viewing!

Universal Design for Learning (UDL)

Universal Design for Learning is a very modern approach to reach all students’ academic successes in today’s classrooms.  In short, UDL is also supportive in assisting diverse learners and individuals with learning disabilities or differences.  In it’s definition on the wiki site, it states,  

Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs.  A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary.


Becoming in touch with this UDL ideal I am excited.  This resource seems beneficial for both the learners and teachers who educate them.  Most of all, this unique style is a change to the norms of learning and achieving.  Perhaps more can be met and through UDL, change is good.

Apparent in the above picture, there are three key principles for UDL:

Multiple Means of Representation

Multiple Means of Expression

Multiple Means of Engagement

Multiple Means of Representation

• This endures the process of learning
• Known as the "what of learning"
• Includes the different ways how learners perceive and comprehend information
• Provides varied options for students to grasp the presented material
• Technology is a key source
• visual representations, videos, electronic books (e-books), etc.

Multiple Means of Expression

• This endures the skills or strategies used to teach material to students
• Known as the "how of learning"
• Due to differences, students vary in how they navigate in a learning environment, expressing what they know
• From there, countless options for individuals to comfortably express their understandings are available
• podcasting, on-screen keyboards, talking word processors, alternate assessments and WIKIs in the classroom

Multiple Means of Engagement

• This endures the various ways in which students are engaged and motivated
• Known as the "why of learning"
• Much discretion/autonomy for choices and selections is key
• Class involvement in classroom activities should be existent
• With teacher assistance, students can set their own goals
• A great and applicable practice for students is blogging

Present in all of the links are great examples, video-clips about these principles used in today's classrooms.  I hope you enjoy this blog as a resource being a teacher, student, parent or interested person!  Please follow my blog to learn about more effects and support of UDL and assistive technology.  All students have bright futures!