help with UDL lesson plan


You are to observe a teacher while presenting a lesson to students. After observing it, you are to describe several aspects in the lesson and make suggestions to align the lesson to the current UDL principles.You may also want to refer to the attached graphic organizer


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The purpose of this assignment is to offer you the opportunity to apply what you know about UDL to instructional practice.

For this assignment, you will observe content instruction and materials used during that instruction. You will then evaluate whether this instruction and accompanying materials/curricula were consistent with the UDL framework. (This observation can take place in your practicum setting). If you are not enrolled in a field experience, or have access to a classroom, please contact your professor. After observing this instruction, you will:

1. Assess the level of UDL built into instruction as well as the materials used during instruction including the curricula, technologies, and assessments.
2. Make recommendations for how to integrate the principles of UDL into the curriculum.

You may present your information in a variety of formats including:
. A traditional paper
. PowerPoint/Keynote/Prezi, etc. presentation
. Poster
. Multimedia presentation such as a short video

Materials/Curricula:Please describe materials used during instruction (teachers manual lessons, chapters, books, technologies, assessments, etc.). When you describe these, provide the following if applicable: Content area, grade level, publisher, year of publication

UDL within Instruction:Please describe how well the principles of UDL were evident within the instruction you observed and curricula/materials that you reviewed.

. Describe the UDL implementation within instruction and the curricular materials. If there were no UDL features present, please indicate and explain this. Remember to include ALL three UDL principles.
. Describe how you would implement this lesson using the UDL framework. Make sure you address all 3 UDL principles and language from the UDL guidelines (
)and consider goals, methods, materials, and assessments.

HINTS: (1) You do not have to address all the checkpoints in the guidelines. Rather, address those that make sense for this lesson. (2) You must describe HOW materials are used within the UDL framework. For example, using the Interactive White Board or other technologies without description of how these are pedagogically beneficial does not count as UDL. Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students


Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. UDL is a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. Representation, Action and Expression, and Engagement.
2. When they develop goals using the principles of UDL, what is the main thing that

teachers need to keep in mind?

As a first step, ensure sure there are multiple entry points into the lessons, catering to a variety of learners and their preferred methods of engagement. Second, give the pupils multiple avenues for demonstrating their understanding of the material Third, maintain the student’s interest and enthusiasm so that they continue to work on the assigned tasks.

3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher,

will begin a chapter on colonial America. Hell lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation.
Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.



UDL Solution

Lecture/ notes on chalkboard

Students need to be in good enough health and mind to take notes, and they may struggle to recall the lecture’s key points.

Mr. Schlotzsky may do away with the “traditional” lecture format in favor of a more interactive and collaborative learning environment by setting up informational kiosks around the classroom.


This method of teaching emphasizes memory over understanding, and it’s also just boring.

Mr. S can make fill in the blank handout with lecture notes so students can stay more engaged

Internet research

Some learners might not like using the internet to do research, and others could have trouble finding the specific material they need for their assignments.

Mr. S may provide broad instructions for the assignment and let the students research the topic in any medium they like (books, online resources, etc.).

Oral report

Because of their insecurity, students often feel undue pressure when they are asked to present their understanding of a topic in front of the class.

Mr. Schlotzsky may provide students a variety of options for submitting reports, including the use of PowerPoint presentations, posters, written papers, and even oral presentations.

Imagine that you are a second-grade teacher beginning a unit on plants. Your goal is to teach the students the parts of a plant, making sure to incorporate the three principles of UDL. Using the table below, describe at least two ways you would present the information, assess your students, and maintain their engagement in the subject.

Learning Goal

Know the parts of a plant (roots, stem, flowers, leaves)


I would have the students feel their way through the plant using printed worksheets that needed to be color coated. When that’s done, we’ll walk over a PowerPoint with visuals of the various components


Checking the prior handout’s color coating and labeling for accuracy.


For an additional grade, I’d have the students pick their favorite plant, dissect it into its component parts, and label them using what they’ve learned.

Option 2: Using the table below, help Ms. Hamilton convert the 50-minute traditional lesson about DNA into a lesson that incorporates UDL principles.

Traditional Lesson Plan

UDL Lesson Plan

Goal: Students are expected to read the first 3 segments of the DNA chapter in their guidebook and provide written comments to the chapter reviewed literature.

Goal: Students will gain knowledge of DNA and be able to correctly identify its building blocks and describe its structure.

Focus: DNA’s internal structure

Focus: DNA’s internal structure

Materials: Worksheets, PowerPoint, Lectures, and Textbook

Materials: Guidebook, lecture notes, PowerPoints, and supplementary internet resources for further study..


10:0010:30 Whole-group: The instructor uses a Presentation slides and a lecture to review the key concepts from Chapters 1-3.

Begin with a PowerPoint talk for the entire class.
Independent work: The next step is for pupils to learn about amino acid pairings using either online or offline resources.

10:3010:40 Independent work: Participants completed worksheets that require them to label DNA diagrams and write the explanations of each key phrase.

10:4010:50 Independent work: To prepare for the quiz, students begin working on the review problems for these chapters in the textbook.

Small group refresher: Once we get back to school, we’ll have a look at a diagram of the DNA molecule..

Assessment: Those who take the review quizzes will be graded.

Assessment: The students will work in teams to complete a worksheet that asks them to correctly pair amino acids with hydrogen bonds.




research 3

Research Proposal Essay
Peer Review Thursday, October 13th
Final Draft Due Tuesday, Oct. 18th
For your second major assignment, youll communicate your exploration,
research, and reflection as you listen to, evaluate, and record the conversation
surrounding an issue or problem relevant to higher education. At its completion
your assignment will consist of three (3) parts, each of them recording the steps
youve taken in researching your issue/problem, understanding your sources, and
evaluating the direction youll take for the final research-supported argumentative
essay. This assignment will tell your research story from inquiry (exploration of a
research question) to claim (tentative thesis).
Part 1: Begin by introducing your research question. (50+ words)
It should be focused and specific enough that you can conduct thorough
research in the time allowed.
You should use your research question as the title of the document.
You should briefly explain why your question interests you, why it is
significant, and why it is problematic rather than clear-cut or easy to resolve.
Part 2: Formal Exploratory Essay (600+ words):
You will choose 6-8 sources to address in your Exploratory Essay.
The second section of the assignment will be both a summary and synthesis
of your research, letting the reader know how your process began and progressed,
what sources you found, what they were saying, and where they led you. Im
interested here in the chronological path of your process, a demonstration of how
you have kept the question open, sincerely wrestled with different views on the
question, accepted uncertainty and ambiguity, and possibly redefined the question
while reading and reflecting on multiple perspectives. Consider playing the
believing and doubting game for each of your sources.
A paragraph should look as follows (Writing Arguments pp.147):
Explain why you selected this source (to find an alternative view, pursue a
sub-question, find more data, and so forth).
Summarize the sources argument.
Respond to the sources ideas. Look for points of agreement and
disagreement with other sources.
Talk about what this source contributes to your understanding of your
question: What did you learn? What value does this source have for you?
What is missing from this source that you want to consider? Where do you
want to go from here?
Important: Your sources here will reflect how your research develops. There is no
expectation that these sources are the ones that will appear in the final paper or
that they will be balanced, that is, so many for or against an issue. In fact,

its unlikely that all the sources will appear in the final paper. Also, resist the
impulse to select only those sources that support any opinions or judgments you
may already have about your topic. Reserve judgment and see where the research
leads you.
Part III: Conclusion and Tentative Thesis (100+ words)
The final section will give the reader a sense of where your research stands now,
whats left to be done, and what conclusions you may have drawn from exploring
the conversation surrounding your question. Present your current answer to your
question based on all that you have learned so far. Include a working thesis
statement that will guide you through your next major assignment, The Research
Your essay must use MLA formatting including Times New Roman, 12pt
font, heading, in-text citations, and a Works Cited page.
For more guidance on writing an organizing a Research Proposal, including
student examples, see Chapter 8 from Writing Arguments, A Rhetoric with


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