Secondary Education PA3 Impact on Student Learning (TCH 219)
IPTS
1A, 1C, 1E, 1F, 1G, 1J, 1K, 1L, 2B, 2D, 2E, 2F, 2G, 2I, 2J, 2K, 2L,
2M, 2N, 2O, 2P, 2Q, 3A, 3C, 3E, 3G, 3K, 3N, 3Q, 4K, 4M, 5C, 5I,
5K, 5L, 5N, 5O, 5S, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6K, 6L,
6M, 6N, 6O, 6P, 6Q, 6S, 7A, 7E, 7F, 7G, 7I, 7J, 7K, 7L, 7O, 7R, 8M,
9G, 9M, 9T
RDI
Assignment Purpose:
The purpose of this assessment is to help teacher candidates reflect upon the effectiveness of one previously designed lesson and revise the lesson
using two different lenses: academic language demands and Universal Design for Learning (UDL).
The Assignment:
This assignment requires teacher candidates to approach an existing lesson plan through three stages: analysis, revision, and reflection. You will
complete this process two times. First, you will analyze a lesson plan by examining the academic language demands required by your stated
objectives. Next, you will revise your lesson plan to better support the identified language demands. Finally, you will reflect upon the decisions you
made. Using the same lesson plan, you will analyze, revise and reflect on your lesson using the UDL framework. After both revisions, your final
lesson plan should look different than it did when you began the process. Both revisions and your reflection must be uploaded into Livetext in
the course 219 location and as directed by your TCH 219 course instructor.
1
Academic Language Demands
Analysis
For the entirety of this assignment, please select one lesson plan you have developed in a past course (i.e. TCH 216 or a content methods course). As
you examine your objectives, identify one language function that is essential for students to meet your objective. Possible language functions include
(but are not limited to): analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize. Use the
following charts to help you analyze the language demands of your learning objective.
Identify the learning objective and highlight the language function:
Language Demand Component
How will the students use this
component to fulfill the language
function?
What instructional supports will you
provide to help students successfully
use this language demand?
Why are you using these particular
instructional supports?
Specific terms (vocabulary) and/or
symbols
Syntax
Discourse
2
How will you assess student mastery of the language demands of this objective?
Language Demand Component
How will you measure student achievement of this
language demand?
How will this assessment strategy allow you to measure
student achievement of this language demand?
Specific terms (vocabulary) and/or
symbols
Syntax
Discourse
Revision
Once you have analyzed your lesson plan, revise the lesson to reflect the information in the charts. You may need to revise your objectives, learning
strategies, texts, and/or materials. Make sure to track your changes so your instructor can compare your original lesson plan to your revised lesson
plan.
Reflection
Reflect upon the decisions you made to guide your revisions. The focus of your reflection should be on language functions and demands. Use the
following prompts to guide your reflection:
1. Describe the vocabulary, syntax, and discourse students need to understand and/or use.
2. How will the identified language function and demands (vocabulary, syntax, discourse) help your students develop their content
understanding?
3. What changes did you make and why do you think these changes will improve student learning? Support your explanation with evidence of
student learning and principles from theory and/or research as appropriate.
3
Universal Design for Learning (UDL) and Literacy
Analysis
For the entirety of this assignment, use the same lesson plan you used for the academic language analysis above. As you examine your objectives,
determine how your instructional tasks and supports are designed to meet the needs of students in your class as a whole, as well as individuals. First,
look at your lesson design through the lens of UDL. Then, examine what literacy strategies you use to support students throughout the four phases of
learning. Use the following charts to help you analyze your lesson.
Identify how your instructional tasks and supports are designed to meet the principles of UDL, supporting the needs of your students
(Please label each piece of evidence by guideline and checkpoint, i.e. 2.1.) All principles should be evident throughout your lesson, but all
objectives may not address all principles.
Learning Objective
Principle 1: Multiple Means of
Representation
Principle 2: Multiple Means of
Action and Expression
Principle 3: Multiple Means of
Engagement
Evidence
Evidence
Evidence
Rationale
Rationale
Rationale
Evidence
Evidence
Evidence
Rationale
Rationale
Rationale
Evidence
Evidence
Evidence
Rationale
Rationale
Rationale
4
What literacy strategies will you use to support each phase of learning?
Learning Phase
Literacy Strategy
Student Needs to Successfully Complete
the Strategy/Task
Rationale for Strategy
Phase 1: Activating and
Connecting
Phase 2: Monitoring and
Checking
Phase 3: Consolidating
and Reconnecting
Phase 4: Extending and
Reflecting
Revision
Once you have analyzed your lesson plan, revise the lesson to reflect the information in the charts. You may need to revise your objectives, learning
strategies, texts, and/or materials. Make sure to track your changes so your instructor can compare your original lesson plan to your revised lesson
plan.
Reflection
Reflect upon the decisions you made to guide your revisions. The focus of your reflection should be on how you use UDL and literacy strategies to
differentiate your instruction to meet the needs of all your learners. Use the following prompts to guide your reflection:
5
1. Consider prior academic learning and prerequisite skills related to the central focus of your lesson. What do students know? What can they
do? What are they learning to do?
2. Describe and justify why your instructional strategies and supports are appropriate for the whole class and students with similar or specific
learning needs. (Consider students with IEPs, English language learners, struggling readers, underperforming students, those with gaps in
academic knowledge, and/or gifted students.)
3. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.
6