IRIS February 7th Questions 1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. UDL is a program that delivers the content the students will be learning in multiple ways. They can demonstrate what they have learned using one of several methods. The principles of UDL are presenting information and course content in multiple formats so that all students can access it, allowing students alternatives to express or demonstrate their learning and stimulating students' interests and motivation for learning in a variety of ways. 2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind? The goal needs to use the UDL principles for how the student will be learning about a topic and demonstrating what they have learned by giving options for both areas. If all students will not be able to accomplish the goal, it need to be re-written. 3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a chapter on colonial America. He'll lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation. Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions. Components Lecture/ notes on chalkboard Handouts Internet research Oral report Barriers See, decode and comprehend written text and process visual information See, Process visual information Students without access to computer Speech impairments UDL Solution audio books digital text, internet Videos, books Creating a video with speech bubbles for content 4. Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. Describe the instructional methods you would use to present the information, assess your students, and maintain their engagement in the subject. I will provide multiple examples of images on plants outside of what the textbook offers, maybe bring in live examples or go on a fieldtrip to a nursery or plant shop. I can show a video on plants and provide handouts. I will provide learning activities and games to learn about how to plant, water, give nutrition to and also identify plant types by the leaves. I will use flexible grouping depending on what we will be accomplishing that day. The students can show their knowledge by taking a quiz, completing a visual activity or a verbal activity based on descriptions of the types of plants for example. 5. At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected information about her students' learning preferences and learning needs. Of her twentynine students, twelve are primarily visual learners, ten are primarily auditory learners, and seven are primarily kinesthetic learners. Additionally, two students struggle with reading and several have difficulty planning and organizing writing assignments. Help Ms. Hamilton to design a lesson about DNA. Make sure to state the learning goal and to identify materials, instructional methods, and assessment techniques. My goal would be to provide an opportunity for students to learn about all components of DNA. I would provide a video, handouts, lecture on the subject, have small group discussions daily, we could create 3-dimensional versions of the DNA strand using pipe cleaners, and create an activity using the actual students as part of the DNA to get them moving. The students could do final projects on the unit to show what they have learning by creating an animated cartoon, essay, quiz or diarama.