Sunday, February 17, 2013
Blank Rubric
Wednesday, February 13, 2013
Pre-UDL Lesson and Post-UDL Lesson
As I continued to learn about Universal Design for Learning, it was a good idea to take a look at the lesson plans that I'd been using with my students. I decided to look at a reading lesson that I had done with my second graders. While some aspects of UDL were utilized, there was definitely room for improvement. After revising my original lesson plan, I realized that incorporating
more UDL aspects was not as challenging as I had previously thought; however, it does take some careful thought, in order to use the
aspects appropriately and effectively. By incorporating more UDL aspects
into my lesson plan, I believe I'll help my students tap into their
strengths and interests, instead of having students feel frustrated. Below, is my original lesson plan, followed by my revised lesson plan.
Pre-UDL Lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main idea and supporting details whole-class chart, wet-erase marker, big book, class set of reading book, graphic organizers, pencils, and erasers
Lesson Objectives: Students will demonstrate an understanding of main idea and supporting details. Students will find the main idea of their book and find supporting details.
Standard:1.1.2.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.
Anticipatory Set:
To activate prior knowledge, ask students to think about a favorite book they've read recently. Ask students to think about the "big idea" of the book - what they think the author wanted them to know. Allow students to share their ideas with the class. Explain to students that we call this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction, see if students can work together and collaborate to identify the main idea of the book. After that, see if students can find details that help to support the main idea. Once students are ready, pass out individual copies of a new book for the students.
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details on a graphic organizer.
Closing:
At the end of the lesson, have students share their ideas with the class. Ask students to explain how they went about identifying the main idea and finding supporting details. Review main idea and supporting details with the class. Explain that finding the main idea of a book can help students understand the book better and enjoy their reading experience. Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
Post-UDL Lesson *The items in pink are changes that I have made from the first lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main idea and supporting details whole-class chart, wet-erase marker, big book, several copies of several different books, graphic organizers, sticky note, student journals, pencils, and erasers
Lesson Objectives: Students will demonstrate an understanding of main idea and supporting details. Students will find the main idea of their book and find supporting details.
Standard:1.1.2.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.
Anticipatory Set:
To activate prior knowledge, ask students to think about a favorite book they've read recently. Ask students to think about the "big idea" of the book - what they think the author wanted them to know. Allow students to share their ideas with the class. Explain to students that we call this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction, see if students can work together and collaborate to identify the main idea of the book. After that, see if students can find details that help to support the main idea. Once students are ready, pass out individual copies of a new book for the students.When students are ready, explain that there are several different books they could choose to read. Allow students to preview each book, take a picture walk, and decide for themselves which book would be a "good fit" for them. They will use their chosen book to demonstrate an understanding of main idea and supporting details. (UDL Checkpoint 7.1 - Increase individual choice and autonomy). Once students have chosen their book and formed their groups, meet with each group to go over important or challenging vocabulary (UDL Checkpoint 2.1 - Define vocabulary and symbols).
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details. Explain that students can use a graphic organizer, sticky notes, their reading journal, or a word processor to identify the main idea and supporting details (UDL Checkpoint 4.1 - Provide Varied Ways to Respond).
Closing:
At the end of the lesson, have students share their ideas with the class. Ask students to explain how they went about identifying the main idea and finding supporting details. Review main idea and supporting details with the class. Explain that finding the main idea of a book can help students understand the book better and enjoy their reading experience. Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
UDL Checkpoint 2.1 - Define vocabulary and symbols
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
UDL Checkpoint 4.1 - Provide Varied Ways to Respond
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
UDL Checkpoint 7.1 - Increase individual choice and autonomy
Reflection:
One piece of technology that I had not previously tried in my classroom is the use of a word processor to complete a reading activity. My school has a laptop cart that we can check out at any given time, so for my students who struggle with fine motor skills/writing, the word processor could be a good way to help them tap into their strengths and creativity. I look forward to trying the post-UDL lesson plan with my second graders and seeing how the new UDL components help them achieve success in the classroom.
Pre-UDL Lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main idea and supporting details whole-class chart, wet-erase marker, big book, class set of reading book, graphic organizers, pencils, and erasers
Lesson Objectives: Students will demonstrate an understanding of main idea and supporting details. Students will find the main idea of their book and find supporting details.
Standard:1.1.2.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.
Anticipatory Set:
To activate prior knowledge, ask students to think about a favorite book they've read recently. Ask students to think about the "big idea" of the book - what they think the author wanted them to know. Allow students to share their ideas with the class. Explain to students that we call this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction, see if students can work together and collaborate to identify the main idea of the book. After that, see if students can find details that help to support the main idea. Once students are ready, pass out individual copies of a new book for the students.
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details on a graphic organizer.
Closing:
At the end of the lesson, have students share their ideas with the class. Ask students to explain how they went about identifying the main idea and finding supporting details. Review main idea and supporting details with the class. Explain that finding the main idea of a book can help students understand the book better and enjoy their reading experience. Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
Post-UDL Lesson *The items in pink are changes that I have made from the first lesson
Grade: 2
Subject: Language Arts
Materials Needed: Main idea and supporting details whole-class chart, wet-erase marker, big book, several copies of several different books, graphic organizers, sticky note, student journals, pencils, and erasers
Lesson Objectives: Students will demonstrate an understanding of main idea and supporting details. Students will find the main idea of their book and find supporting details.
Standard:1.1.2.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.
Anticipatory Set:
To activate prior knowledge, ask students to think about a favorite book they've read recently. Ask students to think about the "big idea" of the book - what they think the author wanted them to know. Allow students to share their ideas with the class. Explain to students that we call this finding the Main Idea of a book.
Guided Practice:
Use a Big Book for a reading lesson. Read the book to the class and point to the words as you read them, so the class can follow along. To scaffold instruction, see if students can work together and collaborate to identify the main idea of the book. After that, see if students can find details that help to support the main idea. Once students are ready, pass out individual copies of a new book for the students.When students are ready, explain that there are several different books they could choose to read. Allow students to preview each book, take a picture walk, and decide for themselves which book would be a "good fit" for them. They will use their chosen book to demonstrate an understanding of main idea and supporting details. (UDL Checkpoint 7.1 - Increase individual choice and autonomy). Once students have chosen their book and formed their groups, meet with each group to go over important or challenging vocabulary (UDL Checkpoint 2.1 - Define vocabulary and symbols).
Assessment:
Ask students to read the book, and when they're finished, record the main idea and supporting details. Explain that students can use a graphic organizer, sticky notes, their reading journal, or a word processor to identify the main idea and supporting details (UDL Checkpoint 4.1 - Provide Varied Ways to Respond).
Closing:
At the end of the lesson, have students share their ideas with the class. Ask students to explain how they went about identifying the main idea and finding supporting details. Review main idea and supporting details with the class. Explain that finding the main idea of a book can help students understand the book better and enjoy their reading experience. Encourage students to do this during independent reading time.
Multiple Means of Representation:
UDL Checkpoint 3.1 - Provide or activate background knowledge.
UDL Checkpoint 2.1 - Define vocabulary and symbols
Multiple Means of Action and Expression:
UDL Checkpoint 5.3 - Provide ways to scaffold practice and performance.
UDL Checkpoint 4.1 - Provide Varied Ways to Respond
Multiple Means of Engagement:
UDL Checkpoint 8.3 Foster collaboration and communication.
UDL Checkpoint 7.1 - Increase individual choice and autonomy
Reflection:
One piece of technology that I had not previously tried in my classroom is the use of a word processor to complete a reading activity. My school has a laptop cart that we can check out at any given time, so for my students who struggle with fine motor skills/writing, the word processor could be a good way to help them tap into their strengths and creativity. I look forward to trying the post-UDL lesson plan with my second graders and seeing how the new UDL components help them achieve success in the classroom.
UDL Strengths and Needs
As I continue on my UDL journey, is it important for me to check-in with myself quite frequently, and see exactly how I'm incorporating UDL in my classroom and make sure I'm using all three areas. Based on the UDL guidelines, I am currently incorporating many aspects of UDL in my second grade classroom. However, I have found that I utilize many checkpoints from the area of Multiple Means of Representation and Multiple Means of Engagement, but I'm not using many aspects as Multiple Means of Action and Expression. This is an area that I would like to further develop throughout my course on Assisted Learning and throughout my teaching career.
Strengths:
- 3.1 Provide or activate background knowledge (Representation). At the beginning of each lesson, whether it's language arts, science, social studies, or math, I always help my students activate their background knowledge about a particular topic. This helps them recall what they already know about a topic and use that to connect to the current lesson and deepen their level of understanding.
- 7.1 Increase individual choice and autonomy (Engagement). This is done in my classroom on a daily basis. I have purchased book boxes for my students to use, and each student has his/her own book box. At the beginning of each week, students select their own independent reading books for the week. They can use books from our classroom library, books from home, or books from the school library. They use these books during their Read to Self time, as well as their Read to Someone time. The books are also an option if they finish an assignment early.
- 8.2 Vary levels of challenge and support (Engagement). This is also done in my classroom on a daily basis. A few of my students with learning disabilities require more intense support than other students. An aide in my classroom assists me with this extra support. On the other hand, several of my students are in the gifted program at my school and often require more of a challenge. I often give these students extension activities. In turn, they can share their extension activities with the class and enhance the class' understanding of particular concepts.
- 4.1 Provide varied ways to respond (Action and Expression). While I currently provide varied ways to respond, I would like to do this more often within my classroom. I truly believe that when students are given choices, they develop more of an ownership and responsibility for their learning. This is important to me, so I would like to offer my students more ways to respond, especially in reading and science.
- 4.3 Integrate assistive technologies (Action and Expression). Since starting this course, I've realized that I have been using assistive technologies in my classroom. However, since starting this course, I've realized that there are so many more opportunities to use AT than I previously thought. I would like to develop a further understanding of the AT resources that are available at my school and utilize them more within my classroom.
- 6.1 Guide Effective Goal Setting (Action and Expression). In the beginning of the year, I help my students develop long-term goals for their year. However, I would like to help my students develop short-term goals, as well. I would like to check in with my students about their goals more frequently, allow opportunities for student reflection and assessment of their goals, and help them develop new goals when appropriate.
Curriculum Barriers Tutorial
As a teacher, one of my most critical roles is to help my students experience success, no matter what their strengths, challenges, and interests are. One way I can do this is to truly get to know my students. I make a conscious effort to get to know my students a little better each and every day. Another way I can do this is to anticipate possible difficulties within a particular lesson and plan accordingly, to help my students experience success.
While visiting the website, http://www.ascd.org/publications/books/101042/chapters/Template-2@-Curriculum-Barriers.aspx , I came to an important realization. The website says, "Traditional curriculum materials (such as textbooks, workbooks, and chapter-end questions) and traditional techniques (such as lecturing, writing on the board, and seatwork) pose barriers for some students, limiting their engagement and learning. Newer approaches using computers and the Internet can also be troublesome for some students and need to be thoughtfully applied." It's important to realize that just because you're using a new, high-tech strategy, doesn't necessarily mean it will work for your student. It's important to test different strategies and see what helps your student tap into his/her strengths, challenges, and interests the most.
Below is a chart that I made that includes materials and methods, student qualities, as well as potential barriers and missed opportunities. This chart could help me make adaptations to my lesson plan and prevent my students from becoming frustrated or developing a negative attitude toward a certain lesson or activity.
Grade: 2
Subject: Science
Standard: 3.2.2.B7 Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to
collect more information than relying only on their senses to gather
information.
Goal: Students
will use materials to build an equal arm balance. They will use the equal arm
balance to compare the weights of six different objects and arrange them in
serial order, from the lightest object to the heaviest object. Students will
create a poster and arrange pictures of objects in serial order.
Teaching Every Student Toolkit
Image (n.d.). Books to inspire an indoor gardening project. [Web Graphic]. Retrieved from http://delightfulchildrensbooks.com/2011/02/16/indoor-gardening/
The next step in my UDL journey, was to learn more about UDL Toolkits. When I was visiting http://www.cast.org/teachingeverystudent/toolkits/, I found a page that applied to my second grade classroom a little more than some of the others. I found a UDL Toolkit that was used in a first grade classroom. The first grade teacher was teaching a unit about seeds and plant growth. To research about plants, students chose a "just right" book, which is a book in which students can read most of the words and understand most of the book. They could choose a print format, a digital format, or an audio format. Because students had different reading material, they also demonstrated an understanding of the concepts in different formats
I really liked reading about this first grade teacher's UDL approach to her science lesson because it seemed like students were given opportunities to excel. Students with reading difficulties didn't have to feel excluded because their was an audio format, and students who had writing difficulties or fine-motor difficulties, could use the word processor.
This first grade teacher did a great job of setting her students up for success, and I can see myself using similar strategies with my second graders. In the spring, as part of our science curriculum, we study the planets. After reading about what this first grade teacher did with her seed unit, I plan on finding several different books for each of the individual planets, on several different reading levels and styles, and letting the students choose their book to read and research. This way, there is more choice and differentiation for the students, thus allowing my students to have more ownership over their learning.
CAST - Teaching Every Student
The CAST website, www.cast.org, is an amazing website that can really help teachers find ways to help all their students access the curriculum and achieve success. While visiting this website, I visited the page, http://www.cast.org/teachingeverystudent/, and came to an activity that really resonated with me. It was called "Getting to Know You the UDL Way." It focused on the brain's three networks: recognition, strategic network, and the affective network. I started out by choosing an activity; I went with creating a community garden. I first thought about what background, skills, and interests that I would be able to bring to the project. Next, I thought about my strengths and challenges for each of the three brain networks. Then, I was able to reflect on my students and my teaching practices. Something that was really important to me was the fact that each child brings a different set of strengths, challenges, and interests to an activity. For example, one of my students with autism has difficulty writing but is an exceptional artist. If she's having difficulty writing about a concept, I can often gauge her level of understanding by her drawings and labels. After completing this activity, I thought about how important it is for a teacher to help students tap into their strengths, challenges, and interests, so we can help bring out the best in our students. UDL is a great way to do this.
CAST UDL
After I visited a Wiki site about UDL, I learned more about UDL on http://www.cast.org/udl/index.html, I found myself thinking about certain students in my classroom and ways that I provide multiple means of representation (present information and content in different ways), action and expression (differentiate the ways that students can express what they know), and engagement (stimulate interest and motivation for learning) within my classroom. For my students with ADHD, I incorporate movement throughout the day, and I try to make sure my students are not sitting for extended periods of time. For my students with learning disabilities who have trouble tracking while reading, I provide bookmarks or index cards that help them focus on one line at a time, instead of accidentally skipping lines or getting "lost" on the page. For my student who is an English Language Learner and for my visual learners, I make sure to include lots of visual representations; this helps them understand the concepts and materials better. In addition, for my auditory learners (and visual, really), I use Brain Pop videos. Brain Pop videos are excellent resources because they explain concepts orally, for the auditory learners, and they also include great graphics and visual representations of concepts for visual learners. Providing multiple means of representation, expression, and engagement is something that I naturally do in my classroom to help all learners access the content, but it is something that I look forward to developing further throughout this course.
Cast: About udl. (n.d.). Retrieved from http://cast.org/udl/index.html
Monday, February 4, 2013
Wiki Site
As part of my course on Assisted Learning, I am learning about Universal Design for Learning, or UDL. I visited a Wiki site about UDL to better my understanding about this concept, and I related most to the section of the wiki titled, "Multiple Means of Representation." This is something I do in my classroom on a daily basis because I have a very diverse group of students in my second grade classroom. One of my students has generalized anxiety disorder, as well as ADHD. Because of the layout of the Time For Kids magazines that we read, the information can quickly become overwhelming and intimidating for this student. I give her index cards and pieces of paper that she can use to "chunk up" the page; she covers up the parts that she is not currently reading, and this helps her focus on the reading and absorb the material better. The index cards/paper are a very easy tool for the student to use, but it helps her a great deal. I'd like to continue to learn ways to incorporate Multiple Means of Representation into my classroom to help my students achieve success.
Multiple means of representation. (n.d.). Retrieved from https://learning.cabrini.edu /webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_4501_1&url=
Multiple means of representation. (n.d.). Retrieved from https://learning.cabrini.edu /webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_4501_1&url=
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