CEP 811: Application of UDL Principles

As I reviewed my original lesson plan using the UDL checklist, I found my lesson to contain a large amount of features. I was excited to learn that I had created the majority of the lesson plan to meet these principles by simply focusing on differentiation. Through using this checklist, however, I did find a few barriers that I altered within my lesson plan. The main barrier was that I had not created a rubric for the students. It was difficult to determine whether or not the students had met the teacher expectations or personal goals without a rubric. I also decided to add a script template, which would direct students as to what information should be included in the digital story. I also had a few barriers in the language area. Since I created this lesson plan for English students learning about the English Language, I neglected to integrate helpful tools for speakers of other languages. I chose to include a translation tool as well as multiple graphics so that every student could benefit from the lesson. I also changed a portion of my lesson so that the students could name the sound the vowel makes, rather than naming the vowel from the sound heard. Although it seems miniscule, it is important that students have the opportunity to succeed even if they are unable to hear the sounds. Finally, I added a self-reflection page for the students (I will complete one as well), to better determine how the students felt about the learning process. This information will be used to alter my lessons for the following class, as well as evaluate my teaching of the lesson.

I have included my UDL checklist below. In addition, please click here to view my lesson plan with the added changes. I have highlighted the features with a yellow highlighter, and the barriers along with solutions using an orange highlighter. I really enjoyed using this checklist and revisiting my lesson plan. I am excited to use this in the classroom and witness the benefits of adapting the UDL principles to meet the needs of all students. 

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: This lesson plan allows for the students to interact with a SMART board. In addition, students are able to complete hands-on activities and contribute to classroom discussions.
1.2 Provide alternatives for auditory information	Feature: Students will be able to follow along with the majority of the lesson through the SMART board. All information will be posted to the SMART board, and students can follow along visually. Barrier: The sounds used in the presentation must be clicked on to be heard. As part of this lesson, students are expected to identify the vowel based on the corresponding sound. To meet the needs of others, I will add a portion which allows the students to create the sound when given the vowel.
1.3 Provide alternatives for visual information	­­­Feature: Students will remain engaged through group discussions, videos, and the recording of a visual story. Students work together to have discussions about the vowels and their sounds, and by showing the information using a SMART board, students have a much larger platform to view.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Barrier: This lesson was designed for English speaking students. The letters were not pre-taught, but rather, we quickly identified them as a group in the introduction section. Upon reflection, I will take more time identifying each letter and allowing the students the opportunity to practice writing each vowel.
2.2 Clarify syntax and structure	Feature: Students understand the importance of vowels to the reading and writing process. These letters must blend with other letters to form words correctly. This, ultimately, allows them to understand the connection between vowel knowledge and literacy.
2.3 Decode text or mathematical notation	Feature: Word wheels, reading/writing in small groups, and the creation of a digital story will allow students to practice identifying vowels and their corresponding sounds.  The students will also practice their decoding skills at their own level when working in small groups.
2.4 Promote cross-linguistic understanding	Barrier: This entire lesson was created in the English Language. To promote cross-linguistic understanding, I will provide electronic translation tools and embed additional pictures for support.
2.5 Illustrate key concepts non-linguistically	Feature: Through the use of the SMART board, I was able to embed multiple graphics to further showcase the concepts. While it would be beneficial to take advantage of the auditory portions as well, it would be entirely possible to take part in the lesson using only visual references.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Students discuss what career path they have chosen for the future. Once each student has identified their goal, as a group we will identify why reading and writing is so important to each job. Our group will then identify vowels and the importance of indentifying vowels and their corresponding sounds in relation to literacy.
3.2 Highlight critical features, big ideas, and relationships	Feature: Through the SMART board presentation and discussion, students will understand the importance of correctly identifying and writing vowels. They have identified how it is important to them personally, and will begin practicing each vowel and its sound.
3.3 Guide information processing	Feature: The teacher will guide the students in their learning of each vowel. Through a discussion, word wheels, hands-on activities, songs, reading practice and digital stories, the students have been given multiple outlets for processing the information.
3.4 Support memory and transfer	Feature: Students will apply the vowels and their corresponding sounds to their reading. In addition, each student will create a digital story demonstrating their knowledge of each letter.

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students are able to respond through classroom discussion, SMART board activities, taking part in small group reading and writing activities, and through the creation of a digital story.
4.2 Provide varied ways to interact with materials	Feature: Students are provided with the opportunity to interact with a wide-variety of technology-based tools using the SMART board presentation. In addition, students will use word wheels, books, writing paper, and more to interact with multiple materials.
4.3 Integrate assistive technologies	Feature: Students may take advantage of the text-to-speech option using the SMART board. In addition, the students are able to interact with the SMART board, and complete a digital story.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students use the Notebook Software to watch videos, type, and move graphics to demonstrate knowledge of vowels. Students also are completing their final project through a digital story, which showcases their learning.
5.2 Provide appropriate tools for composition and problem solving	Barrier: I did not provide the students with a script template for the final project. The project will be a great tool to demonstrate student learning if they are able to complete it independently taking advantage of a script template.
5.3 Provide ways to scaffold practice and performance	Feature: The lesson begins with a whole-group discussion using the SMART board. The students then begin to internalize the concepts as they read and write in a small group format. Finally, they will be able to independently identify each vowel and the corresponding sound in their digital story.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: A rubric was not in place for the students. This is necessary so that they understand what is expected of them throughout the lesson, and can create a final project showcasing their vowel knowledge.
6.2 Support planning and strategy development	Barrier: Through the use of a rubric and a script template, students will be able to better plan their development of the concepts. I have chosen to add a rubric and a script template to my lesson plan.
6.3 Facilitate managing information and resources	Feature: Since a large portion of this lesson plan is centered on whole-group and small-group instruction, I am monitoring student participation for part of the grading process. I can also monitor who completed the digital story portion, as I will upload each story to the classroom website.
6.4 Enhance capacity for monitoring progress	Feature: Student progress is monitored through participation, small-group activities, a written assessment, and a digital story.

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students are able to complete their final digital story project using their own judgment. Guidelines were purposely left somewhat vague so that they could choose their own storyline and format.
7.2 Enhance relevance, value and authenticity	Feature: Students will understand the relevance of the lesson from the beginning brainstorm session. After understanding that vowels and their sounds are important to literacy which is vital to their future, students will be motivated to learn.
7.3 Reduce threats and distractions	Feature: Although there is a risk for distractions during the whole-group, students will be able to work wherever it is best for them within the classroom through the majority of the lesson. This is promoting self-responsibility, and an awareness of how they learn best as students.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Students are motivated and engaged due to the clear connection between literacy and their own lives, as well as the interaction with peers and technology.
8.2 Vary levels of challenge and support	Feature: During the discussion piece, a wide-variety of reading prompts and questions will be given so that students can challenge themselves in their learning. Depending on student understanding, groups will be created varying in difficulty. Support will be provided with each group meeting from the teacher and other students to promote student thinking and learning.
8.3 Foster collaboration and communication	Feature: Every aspect of this lesson fosters collaboration and communication. From the whole-group discussions to small-group reading and writing, coupled with hands-on activities and a digital story, students have multiple opportunities to collaborate and communicate with one another.
8.4 Increase mastery-oriented feedback	Feature: Students are given timely feedback in whole-group and small-group instruction, as well as comments on the final digital story after it is uploaded to the classroom website.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Barrier: Since a rubric was not created for the students initially, it is difficult for them to tell whether or not they met their goals and teacher expectations. I am adding a rubric to this lesson plan for this purpose.
9.2 Scaffold coping skills and strategies	Feature: When describing each activity, the teacher models possible problems and solutions that a student may encounter. In addition, students learn that mistakes help us to learn, and that they are working collaboratively to overcome problems with the help of others.
9.3 Develop self-assessment and reflection	Barrier: Although the students are completing a digital story to show what they have learned about vowels, I did not include a reflection/self-assessment portion. I will be adding a self-assessment which inquires as to whether the students enjoyed the learning process, what was the most difficult, what is most beneficial, etc. This will help me to adjust my lesson for future learners, as well as reflect on my own teaching practices.

Sarah Boutwell