UDL: Educators' Guidelines

In my last post, I examined the Curriculum Barriers Tutorial and created my own using the template offered on CAST.org. Those resources are extremely beneficial to creating a room with an emphasis on UDL. Another fantastic resource is the CAST' Educator Guidelines. The checklist displays the numerous strategies teachers may  use to differentiate lessons in the classroom based on representation, expression, and expression. Please view the video What Are the UDL Guidelines? by clicking on the link for more information on the guidelines and how to use them.


Using the educator guidelines, I analyzed a previous created lesson plan. I was able to go through each individual aspect of the UDL model and locate the areas I need to improve. The self assessment of my own lesson plan in regards to UDL opened my eyes in ways I was not ready. Surprisingly, I had incorporated many of the important sections of the model without realizing it however there is always room for improvement. In my lesson on Earth Science, there were many opportunities for differentiation that I took advantage of to assist in learning.  I offered alternatives for auditory information by letting the students listen to the story on a CD, provided pictures to help with comprehending new vocabulary words, and tapped into prior knowledge in the beginning of the lesson. These different aspects of my lesson were beneficial to all learners. The areas for improvement incorporated: supporting memory and transfer, developing a self-assessment and reflection, heightening salience of goals and objectives. Below is a snapshot of the lesson I updated to make it stronger with the help of the UDL Educators' Guidelines. 

 

In the updated lesson, I incorporated more technology by displaying the communication board on the smartboard.To heighten the salience of foals and objective, the students and I will read the goal together so they know the purpose of the lesson. It is important to support memory and transfer throughout the lesson. The students are able to express the reasons for thinking it is a certain season before reading, after doing a picture walk, and after reading. It is important to acknowledge the information gathered throughout the lesson to help students retain it.

In this lesson, I was not able to develop self-assessment and reflections or facilitate managing information and resources. In the future, these are aspects I would like to include in my lesson planning to make learning universal for all students. I hope you have learned as much as I have in this post and are able to use the educators' guidelines to improve your lessons!

Until Next Time!