Universal Design for Learning

Lesson Description: The lesson that I chose is intended for a second grade audience in a classroom setting. The objective of this lesson is to identify 2-D shapes and be able to describe their characteristics (number of sides and angles.) To achieve this objective, we review each shape on an anchor chart, and students draw examples on their whiteboard as we go. I check their work throughout this process, and then they independently complete an activity where they have to label shapes and draw one of their own. I chose this lesson because it is a simple lesson that I feel could be made more engaging and productive for learning by examining it with the UDL framework. 

 

UDL Checklist:

  Click above to see my notes on some of the categories of the UDL guidelines. I found that most of the strengths in this lesson are in the representation category. I think I do a good job of presenting the information in a way that is clear and organized for students. An example of this is using a 3 column anchor chart for the shape picture, name and characteristics. We also review vocabulary and activate background knowledge. Most of the areas for growth were in engagement and action and expression categories. There are many opportunities where I could differentiate to provide students with choice and accommodate those who need it. 

 

Desired Outcomes: 

In the area of representation, I would like to include more visual and audio information on student computers so that they can access the information from their seat. This will help students with any hearing and visual impairments to be able to access the information. In the engagement category, my main goal is to provide more choice in how students demonstrate knowledge. Rather than having all students complete the same paper assignment, I want to provide three options for students to demonstrate their knowledge.I think by giving them choice, but keeping it limited to three, it will help to not overwhelm and distract students while still giving them autonomy. The student would have the same guidelines (creating shapes and labeling them) but could represent them on paper, with technology or with a language. In the area of action and expression, I would like to focus on providing more ways for students to demonstrate their knowledge during the whole group portion of the lesson. I would like for students to have more opportunities to participate in different ways such as with turns and talks. I would also like for them to have access to tools such as grid paper and rules to help them physically create shapes. 

 

Technology Improvements and How They Would be Used:

1. The first aspect of the lesson I would like to change with technology is the independent portion of the lesson. Students could use the Geoboard app by The Math Learning Center to create their shapes and label them. This would help check 4.1 in the action and expression category by providing an additional method to show understanding. This would allow students to be exposed to a new form of media. It also would allow students who may struggle with fine motor skills related to using a pencil, an opportunity to show their understanding. The lesson would be more equitable  and provide more choice for students. 

Link: https://apps.mathlearningcenter.org/geoboard/

Example:

 

2. The next aspect of this lesson I would change with technology is the representation portion of the lesson. I would keep the class anchor chart the same but put a version of it on student computers using interactive images from Genially. Students can click on different parts of the chart and audio can be attached and read to the students. They can review the chart during their independent learning time. This way students with visual impairments or any student who may have difficulty recalling and reading the anchor chart can recall information. There is also alternative text for the images so it could be used with a screen reader. This helps to check 1.3  on the UDL checklist. 

Link to website: https://genial.ly/

Link to example: https://view.genial.ly/62ace11d0e0757001aed326f/interactive-image-interactive-image

 

3. The last aspect of this lesson that I would change to incorporate technology is with scaffolding and feedback. For students who are not ready to complete a graded independent task, I would use Boom Cards to give students additional opportunities for practice. These virtual flashcards can provide students with immediate feedback. This helps check 5.3 and 8.4 on the UDL checklist. The cards could be used to help students identify shapes and choose the attributes that match them. By providing these cards, students have another opportunity to gain fluency in their knowledge of shapes and their attributes. They could be done independently at their seat before completing the graded assignment. 

Link: https://wow.boomlearning.com/