Macomb ISD
E3T
2007/08
Engage,
Expand and Encompass through Technology
UDL
Lesson Plan
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Lesson Title:
Creating a Universally Designed Lesson Plan
Grade Level:
K-12
Subject:
Professional Development
Developed
By:
Macomb
ISD E3T Team
Abstract:
Provide an overview of the lesson. Include
content outcomes addressed and a summary of how it
will be taught.
The
following lesson is part of a larger unit on using
Universal Design for Learning (UDL) principles when
designing classroom curriculum. This lesson focuses
on the various components of a lesson plan and the
UDL supports, options and strategies included in
each part of the lesson in order to create
barrier-free learning. At the end of this lesson
educators will be able to list and plan for the
essential components of a lesson, identify and
eliminate barriers in a lesson and implement a
successful UDL lesson.
Length of lesson:
2.5 hours
Pre
Planning
Big Idea (s)
List the
concepts or principles central to this lesson that
anchor or connect the smaller ideas.
All
students can learn when the principles of UDL are
applied to lesson planning and lesson
implementation.
A poorly designed curriculum creates a barrier to
student learning.
Essential Questions:
List
questions that help students probe for deeper
meaning. Essential questions relate to major
issues, problems, concerns, interests, or themes
relevant to students' lives and set the stage for
further questioning.
How
does the curriculum design affect learning?
What responsibilities do educators have in regard
to providing accessible curriculum?
Who is responsible for student learning and
why?
Michigan
Content Expectations:
List
the MI Content Expectations that are addressed in
this lesson.
Objectives:
List 2-4 learning targets that reflect the
understandings or insights students are expected to
develop by the end of this lesson. Objectives
should relate directly to the summative
assessment.
Teachers
will be able to list the essential elements of a
UDL lesson and link them with the various phases of
lesson planning.
Teachers will design a complete UDL lesson using
the essential components of UDL.
Teachers will implement a complete UDL lesson using
the essential components of UDL.
Teachers will analyze, record and share the
outcome(s) of the UDL lesson.
Brief
Description of Summative Assessment
Describe
the final assessment used to provide evidence that
students have met the learning objective. Be sure
to provide choice related to interest and multiple,
flexible means for completion that support learning
preferences. Include an explicit description of the
criteria for quality work.
Participants will create a permanent record of the
outcome(s) of the implemented UDL lesson. Teachers
will share their record for publication on the E3T
website and with other E3T teams on May 6th.
The
record should include:
Highlights
of the lesson:
Reference to the big idea, essential questions and
objectives.
Include a summary of the materials, methods and
assessment used.
Student’s
reaction to the lesson:
Include comments from students regarding interest,
level of understanding, ease of performance on
summative assessment.
Did they feel more engaged throughout the lesson?
Did the presence of multiple learning materials,
methods help to increase understanding?
Would they change the lesson in any way?
Teacher’s
reaction to the success of the lesson:
Did
you notice an increased level of engagement and
participation throughout the lesson?
Did the presence of multiple learning materials,
methods have an effect on student performance?
Would you change the lesson in any way?
Provide
results of student performance during the
lesson:
Include evidence of student performance. This
record can be made from a medium of your choice
such as: a video, a digital story, a podcast, a
webpage article, a song, a multimedia presentation
etc.
Lesson
Opening:
Describe the opening activity. It should
establish a purpose, be engaging and activate prior
knowledge.
Include a plan for explicitly sharing learning
objectives, summative assessment and learning
outcome expectations.
Pass
out and review the
Creating a Universally Designed Lesson
Plan
lesson.
Post on the walls:
Graphic Organizer describing the flow of a
Universally Designed Lesson.
Poster of the Big Ideas, Essential Questions and
Objectives.
1.
Play several short videos re: using technology to
teach.
The
Touch
http://contest.interwritelearning.com/contestant/243/
Fight
for Your Right
http://contest.interwritelearning.com/contestant/53/
Digital
Child
http://contest.interwritelearning.com/contestant/159/
2. Participants use clickers to vote for their
favorite video. Discuss the winning video.
3. Follow with a reflection:
How
has education/teaching changed?
What is our responsibility to respond to the
change?
4.
Review the graphic organizer – “Creating a UDL
Lesson”. Describe today’s task.
5. Review objectives, summative assessment and
rubric.
Lesson Body:
Exploration:
Describe activities that will enable students
to make discoveries related to the big idea and
that promote student inquiry.
Introduce participants to the Misunderstood Minds
site.
Ask them to explore the activities. Use the “Window
Notes” graphic organizer to record barriers they
experienced, their feelings about the barriers, how
these learning differences relate to their own
teaching and potential solutions to consider.
http://www.pbs.org/wgbh/misunderstoodminds/attention.html
Discuss and share the “Window Notes” Graphic
Organizer and the Big Ideas:
How
does curriculum design effect learning?
What responsibilities do educators have in regard
to providing accessible curriculum?
Who is responsible for student learning?
Check
for Understanding
Describe
how you will determine the student's level of
understanding as it relates to the big idea,
essential questions and learning objectives. Be
sure to include multiple means to demonstrate
understanding, include methods that assess all
learners and describe the next steps you will take
based on the assessment results.
Choose your check for understanding:
Exit cards: Describe one new idea you have
regarding barriers students need to overcome in
order to learn. Word Map: Student barriers.
Explanation:
Describe
how you plan to deliver the content to help
students develop a mastery of the objectives. Be
sure to provide: explicit learning strategies,
multiple representations of information provided,
direct instruction to address new vocabulary,
frequent opportunities for response and practice,
content summary, variety of student centered
learning activities.
Explain the parts of the UDL lesson plan. (Big
Ideas, Essential Questions, Objectives,
Exploration, Check for Understanding…)
Introduce the UDL Book Builder and the graphic
organizer,
Review the
Creating a Universally Designed Lesson
Plan
lesson.
Pass out checklist.
Ask participants to identify and mark the UDL
checklist components in the lesson plan.
Share results and mark on lesson plan using the
document camera.
Check
for Understanding:
Describe
how you will determine the student's level of
understanding as it relates to the big idea,
essential questions and learning objectives. Be
sure to include multiple means to demonstrate
understanding, include methods that assess all
learners and describe the next steps you will take
based on the assessment results.
Use clickers to assess components of a UDL lesson.
Extended
Practice:
Describe
the extended practice activities that will help to
deepen understanding and provide for greater
fluency and accuracy with the new skill. Practice
should include both supervised and unsupervised
opportunities and have a clear purpose that’s
shared with the learner. When possible, activities
should be authentic and include multiple ways to
practice new material.
Work in school teams to complete a new UDL lesson.
Supports available during extended practice:
Creating a Universally Designed Lesson
Plan
model
On-line lesson planning form
UDL Lesson graphic organizer
UDL Book Builder Book :
Creating a Universally Designed
Lesson Plan
Click
on the link to get to CAST's UDL Book Builder,
then search for the book by it's title.
UDL lesson plan checklist
Provide training support to teams as needed.
Be clear that lessons, including their plan for
sharing the lesson outcome will be due at the end
of the day.
Closing
Describe
the review of big ideas for the purpose of tying
ideas together, transitioning to next lesson or
continuing practice.
Prompt: Think about an “aha moment” you had today.
Describe what you learned and how it will have an
impact on your teaching.
As a team or individually (your choice), place a
comment on the E3T Blog. Use the following ideas to
guide your writing:
Did today's instruction help you to pull the lesson
planning together?
Did you find the support sheets helpful?
Which tool(s) did you use to help create your plan
and why?
Are you looking forward to implementing this lesson
and recording its outcome?
Checklist:
Make
expectations (objectives, rubrics, grading)
explicit from the start
Include multiple ways to engage students
Include multiple means of representing the big
ideas
Include alternatives to the text e.g. website,
article, video, audio summary, or lower reading
level text
Include checks for understanding to shape
instruction
Include methods that require students' active
participation
Include a choice of learning options that provide
greater support or challenge
Include options to help students learn from the
text and classroom materials e.g., text-reader,
comprehension supports
Provide step by step instructions for using
learning strategies
Provide access to class notes in various formats
e.g., outline, graphic, studycast
Include multiple ways for students to show what
they know (formative and summative assessment)
E3T
UDL Lesson
Adapted
from: Planning Effective Instruction (Price, Nelson
2007)
Macomb ISD E3T Team
Universal Design for Learning
S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C.
Wozniak
2007/08
