Session 4 Pre-Work Exploratory
M-ARC Program Outcome 5: Enact instruction to Meet Student Needs
*This exploratory should take no more than 30 minutes to complete. Be sure you complete this lesson (and the discussion post on the next page) no later than 7:00 on December 4 so that you're prepared to participate in the 6:30-8:00 conference session.*
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Steps
1. Locate your lesson plan from the last module (saved in your Google folder that was emailed to you)
2. Familiarize yourself with the UDL online tool Links to an external site. and select three changes/add ons to make to your lesson plan. Align these changes to the UDL guidelines (more details below). Complete this step in your Google doc assignment.
3. Integrate at least one change into your actual lesson plan (paste the revised plan into the Google doc, with the changes you made reflected in blue font).
4. Share the completed assignment with Angela (amarocco@umich.edu).
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For your reference, here's a copy of the assignment directions (also located in the Google doc assignment):
Universal Design for Learning
I’d like you to consider your learners and think about how you could make your lesson from Module 3 aligned with the Universal Design for Learning (UDL) principles:
- Provide Multiple Means of Engagement
- Provide Multiple Means of Representation
- Provide Multiple Means of Action and Expression
As such, I want you to identify three things you could do modify your lesson to with the goal to meet the needs of all of your learners. Use the full UDL online tool Links to an external site.to identify the three checkpoints your changes would address.
Write about these three things and tell me: Which three checkpoints within UDL your changes would address: Please include the Principle and the Checkpoint for each.
Principle:
Checkpoint:
Principle:
Checkpoint:
Principle:
Checkpoint:
What specific changes would you make to your lesson to reflect those checkpoints?
Changes and corresponding Checkpoint:
Changes and corresponding Checkpoint:
Changes and corresponding Checkpoint:
Now, I'd like you to make ONE change of the three you’ve targeted and implement that change in your lesson.
The principle and checkpoint I chose is…
Principle:
Checkpoint:
The change I made in my lesson is...
In addition, I want you to walk me through why what you've changed is in accordance with UDL considerations.
How is this change in accordance with the principle you chose?
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For your reference, here's an example of a completed assignment. As mentioned in class, I personally went though this same assignment in my summer master's class, which was a class titled Teaching Students Online and involved designing all the Canvas materials for M-ARC. The task of going through UDL was very meaningful for me and I hope you find it equally as helpful.
Universal Design for Learning- Exemplar (for your reference)
We'd like you to consider today's learners and think about how you could make your online course module more aligned with their needs as learners in the digital age.
As such, we want you to identify three things you could do to make your course more consistent with one the set of UDL principles outlined in the lecture.
Write about these three things in your developer notebook and tell us:
Which three checkpoints within UDL your changes would address: Please include the Principle and the Checkpoint for each.
Guideline 1: Provide options for perception
Checkpoint 1.1 Offer ways of customizing the display of information
Checkpoint 1.2 Offer alternatives for auditory information
Guideline 2: Provide options for language, mathematical expressions, and symbols
Checkpoint 2.3 Support decoding text, mathematical notation, and symbols
What specific changes would you make to your course to reflect those principles?
Checkpoint 1.1 Offer ways of customizing the display of information
All of my text is the same color right now, I think it would be useful to go back and do some color coding and bolding for emphasis and to help create a distinction between Year 1 and Year 2 session objectives.
Checkpoint 1.2 Offer alternatives for auditory information
I included a video in session 2 that provides an overview of guided practice. This video might be limited for learners that struggle with auditory, so I would like to add a visual graphic of guided practice as a support for the video.
Checkpoint 2.3 Support decoding text, mathematical notation, and symbols
I realized that I am not always consistent with the language in the course, for example sometimes I say “synchronous session” and other times I call it “virtual group session.” I would like to go back and edit for consistency in order to meet the principle of “learners needing consistent information.”
Now, we'd like you to make ONE change of the three you’ve targeted in Engage and implement something in your online course. After you've made this change, please take a screenshot of what you implemented and upload it to your developer notebook.
The principle and checkpoint I chose is…O
I decided to make the change related to Checkpoint 1.2 Offer alternatives for auditory information. Therefore, I added a visual representation of guided practice after the video on guided practice. *I actually went through and made all the changes :-)
Screenshot of change made:
In addition, we want you to walk us through why what you've shown us in the screenshot is in accordance with UDL considerations.
How is this change in accordance with the principle you chose?
Checkpoint 1.2 points out that while sound is useful for some audiences it can be difficult for others: “However, information conveyed solely through sound is not equally accessible to all learners and is especially inaccessible for learners with hearing disabilities, for learners who need more time to process information, or for learners who have memory difficulties.” Knowing this, I was mindful that the video I provided in session 2 could be problematic for some learners to process. So, I made it an objective to find a graphic that communicated the same main idea of the video and I included that graphic in the lesson to codify the lesson concept of guided practice.