Now it’s your turn to put into practice your understanding of UDL and meeting the needs
of all learners in your classroom. Take a previous planned lesson (or plan a new lesson)
and using the UDL checklist
(https://udlhcpss.files.wordpress.com/2011/11/checklist1.png
(Links to an external site.)
) for planning purposes, and the UDL lesson template identify a minimum of three (3)
potential barriers to learning your students might experience, and then plan how you will
design universally to support all student learning. Upload your completed UDL lesson
plan, along with the original lesson plan.
EXAMPLE
Now, think about the lesson and what you could do to enhance it through the use of technology. Using the Educator Checklist,
and the Universal Design for Learning Guidelines, identify the current barriers to learning for Principle I, II and III and begin
planning which resources you will use to enhance and improve the lesson to reach more learners.
Lesson Plan: After reading a story about a vacation, students will write an original narrative about a real or dream vacation.
Lesson Plan
Barrier UDL PrincipleWhat could be done to improve/change instruction?Which technology resources could be used to enhance this lesson?How
do these resources support UDLGoals/Objectives
Students will read a story about a vacation.Students are not able to read the story independently.
Multiple means
of
representation.
Teacher reads the
story to students
Targeted partner
reading (select
students who are
stronger readers to
work with students
who struggle)
Teacher records story
and students can
choose to listen to
story at a station
iPad or tape recorder to
record reading
Text to speech software
By providing three additional ways to read the story (not
just independent reading) students have a choice to get the
information in a variety of ways. Similar to the way
sometimes adult readers prefer an audiobook to an actual
book (while driving, on the treadmill, or just in general),
students will sometimes prefer an audio option as well.
The key is to ALWAYS go back to the learning objective
to ensure it is being met. Is the goal reading or ultimately
producing a narrative?
Students will
write an original
narrative about a
real or dream
vacation.
Students
struggle to write
due to dexterity
issues.
Students
struggles to
choose an idea
about which to
write.
Multiple means of
expression.
Assistive technology
Adult as scribe
Partners compose ideas
and draft together
Offer picture options for
student to tell a story.
Speech to text
Story boards
Pencil grips
By providing multiples ways
to capture ideas, students will
not be left out of the
assignment simply because
they cannot easily pick up a
pencil and write.
Students will
write an original
narrative about a
real or dream
vacation.
Students do not
have experience
with vacations.
Students prefer
to tell their story
through another
means.
Multiple means of
engagement.
Allow students to write a
narrative about another
topic.
Allow students to tell their
story through drawing.
Story boards
Book creator app
By allowing students the
option to choose another
topic for their narrative,
engagement may increase.
Likewise, students being
allowed to focus on story
telling through drawing not
only gives them multiple
means of engagement, but
also expression.
UDL Lesson Plan Rubric (25 pts)
Name______________________________ Date________________ Lesson Plan
Title______________________________
Criteria Unacceptable
0-1
Developing 2 Acceptable 3 Exemplary 4-5 Point
s
Clear
learning
targets
establish
e d
(5 pts)
No learning
targets are not
included.
Learning
targets are
included, but
unclear.
Learning targets
are clear, but not
may be too
broad, narrow, or
otherwise
inappropriate.
Clear, appropriate
learning targets
are well-aligned
to the lesson.
Barrier to
learning
#1
No barrier to
learning is
identified and
the lesson is
not constructed
to overcome
the barrier.
A barrier to
learning is
identified but
the lesson is
not
constructed to
overcome the
barrier.
A barrier to
learning is
identified and the
lesson attempts
to overcome the
barrier but needs
to be adjusted.
A barrier to
learning is
identified and the
lesson correctly
utilizes one of the
principles of UDL
to overcome the
barrier.
Barrier to
learning
#2
No barrier to
learning is
identified and
the lesson is
not constructed
to overcome
the barrier.
A barrier to
learning is
identified but the
lesson is not
constructed to
overcome the
barrier.
A barrier to
learning is
identified and the
lesson attempts to
overcome the
barrier but needs
to be adjusted.
A barrier to learning
is identified and the
lesson correctly
utilizes one of the
principles of UDL to
overcome the
barrier.
Barrier to
learning
#3
No barrier to
learning is
identified and
the lesson is
not constructed
to overcome
the barrier.
A barrier to
learning is
identified but the
lesson is not
constructed to
overcome the
barrier.
A barrier to
learning is
identified and the
lesson attempts to
overcome the
barrier but needs
to be adjusted.
A barrier to learning
is identified and the
lesson correctly
utilizes one of the
principles of UDL to
overcome the
barrier.
Use of
technolo
g y
No technology
that enhances
the accessibility
of the lesson is
included in the
lesson plan.
Technology that
is unlikely to
enhance the
accessibility of
the lesson is
included in the
lesson plan.
Technology that
might enhance the
accessibility of the
lesson is included
in the lesson plan.
Technology that
enhances the
accessibility of the
lesson is included in
the lesson plan.
Comments:
One or more grammar, spelling, or typographical errors may result in a deduction
of up to 5 points of total points awarded.
Total
Points

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