Kitchell UDL Unit 1
Universal Design for Learning Unit
Tina Kitchell
ITEC 8231
Dr. Kathryn Kennedy
Fall 2011
Kitchell UDL Unit 2
**LINKS AND PICTURES ARE POSTED ON MY PORTFOLIO LOCATED AT
http://tinakitchell.wikispaces.com/UDL
Purpose of Unit
The purpose of this unit is to additionally support one student with a hearing loss (HOH),
severe language deficits, and a visual impairment, in the area of language acquisition.
The student has a severe-profound hearing loss in her right ear and normal hearing in
her left ear. Students with a hearing loss are typically struggle with reading, writing, and
language acquisition due to the degree of hearing loss and lack of incidental learning
opportunities. These students require additional support from speech therapist and the
teacher of the deaf/hard of hearing. Even with these supports, on average a D/HOH
student will graduate high school only at a third or fourth grade reading level.
This student has also been diagnosed with a visual impairment so the teacher-made
website and Prezi were modified (not overly colorful or “pretty” and with legible writing)
to ensure that the student would be able to read the material without struggling. This
directly connects with the purpose of a universal design for learning to meet the needs
of all students.
Georgia Standards Aligned with the Unit
ELA3R2: The student acquires and uses grade-level words to communicate effectively.
a. The student will read literary and informational texts and incorporate new words into
oral and written language.
b. The student will use grade-appropriate words with multiple meanings.
c. The student will recognize and apply the appropriate usage of antonyms and
synonyms.
d. The student will determine the meaning of unknown words on the basis of context.
Essential Questions
How can I differentiate multiple meaning words?
How will I recognize an antonym and synonym?
How will I determine the meaning of unknown words using context?
How can I make better word choice to enhance my speaking and writing vocabulary?
Kitchell UDL Unit 3
Goals and Objectives to Satisfy the Standards and Technology Integration
Two 30 minute sessions twice per week for four weeks
Materials:
Computer, iPad, printer. earphones to reduce sound to noise ratio.
LessonWeek 1
Prior to the unit, a pre-test will be administered via Study Island (a paid for registered
program that the district provides to assess the standards in preparation for the CRCT).
The first objective for the unit is to introduce multiple meaning words, synonyms and
antonyms to the student through a Prezi and YouTube presentations.
Following the presentation and discussion, examples will be provided to student.
Next a teacher designed Prezi showing only synonyms will be presented.
Student will work on an online interactive synonym website/game. The links will be
provided on teacher website
Student will create a digital word web with guidance as needed.
For additional practice, student will complete a vocabulary game called Baldi on the
iPad along with the PLC Core Word Language Lab app with teacher designed
vocabulary to match the lesson.
Student will complete a teacher created online quiz on synonyms. Remediation as
necessary prior to beginning part 2, antonyms.
http://www.surveymonkey.com/s/3K8KJSX
Kitchell UDL Unit 4
LessonWeek 2
Part 2 will open up with a refresher of the Prezi and YouTube presentations.
Student will read the book Opposites
The antonym part of the teacher designed Prezi will be shown. Following the
presentation and discussion, examples will be provided.
Student will work on an online interactive antonym website/game. The links will be
provided on teacher website
Student will create a digital word web with guidance as needed.
For additional practice, student will complete a vocabulary game called Baldi on the
iPad along with the PLC Core Word Language Lab app with teacher designed
vocabulary to match the lesson.
Student will complete an online quiz on antonyms. Remediation as necessary prior to
beginning part 3, multiple meaning words. http://www.surveymonkey.com/s/F5ZWBHC
LessonWeek 3
Part 3 will open up with a refresher of the Prezi and YouTube presentations.
The multiple meaning word part of the teacher designed Prezi will be shown. Following
the presentation and discussion, examples will be provided.
Student will work on an online interactive multiple meaning website/game. The links will
be provided on teacher website
Student will create a digital word web with guidance as needed.
For additional practice, student will complete a vocabulary game called Baldi on the
iPad along with the PLC Core Word Language Lab app with teacher designed
vocabulary to match the lesson.
Student will complete an online quiz on multiple meaning words. Remediation as
necessary.
Kitchell UDL Unit 5
Final Project
Upon completion of parts 1-3, the student will create, with assistance, two Glogsters to
showcase what she has learned. One will be on synonyms. The student will post a
picture of herself and include synonym words that describe her. Then, also doing the
same with antonyms, words opposite of how she perceives herself. Rubric is included
below.
Kitchell UDL Unit 6
All About Me!
TOTAL:
CATEGORY
Required
Elements
Content Accuracy
Graphics Relevance
Knowledge
Gained
SYNONYM / ANTONYM
TOTAL
4
3
2
1
The poster
All required
All but 1 of the Several required
4/4
includes all
elements are
required
elements were
required
included on the elements are
missing.
elements as well poster.
included on the
as additional
poster.
information.
At least 5
3-4 accurate
1-2 accurate
No accurate
4/4
accurate
descriptions are descriptions are descriptions are
descriptions are displayed on the displayed on the displayed on the
displayed on the poster.
poster.
poster.
poster.
All graphics are
related to the
topic and make
it easier to
understand.
All graphics are All graphics
related to the
relate to the
topic and most topic. Most
make it easier to borrowed
understand.
graphics have a
source citation.
Student can
Student can
Student can
accurately
accurately
accurately
answer all
answer most
answer about
questions
questions
75% of
related to the
related to the
questions
poster and
poster and
related to the
processes/voca processes/voca poster and
b used to create b used to create processes/voca
the poster.
the poster.
b used to
create the
poster.
Excellent: 14-16 points
Graphics do not
relate to the
topic or are
inappropriate.
4/4
Student appears
to have
insufficient
knowledge
about the
processes and
vocabulary used
in the poster.
4/4
Kitchell UDL Unit 7
Satisfactory: 10-13
Needs Improvement: below 10 points
Student score on rubric: ___16/16______
Student score on quiz: Synonyms: 80% Antonyms: 100%
Assessments
A pre and post test will be administered. Additionally, there will be a weekly quiz of 5-7
words learned throughout the week. Expected pass rate is at least 80%. The final
project will also be graded with an expected grade of 80% or higher. Assessment will
also include the student-made (with necessary assistance) Glogsters to showcase what
she has learned. This will serve to provide a multiple dimensional assessment including
technology. Grades will be reported to the classroom teacher. *see links to online
quizzes above in the Lesson 1 & 2 section.
Application of UDL Principles and Guidelines
The UDL Guidelines are organized to address representation, expression and
engagement. To meet the needs of diverse learners in the 21st century, educators must
learn how to differentiate instruction, remove or lessen barriers to information, and to
implement technology. The three primary principles that guide UDL are 1) provide
multiple means of representation, 2) provide multiple means of action and expression
and 3) provide multiple means of engagement. Each will be briefly described in relation
to this unit.
Multiple Means of Representation
The material of the unit will be presented in a way that the student understands. The
student has a unilateral hearing loss and depends heavily on both auditory and visual
stimuli. The presentations will be designed in a fashion that is large enough and slow
enough for her to keep pace. For comprehension, each part will be discussed and
opportunities to relate to the student’s personal experiences and background knowledge
will be highly sensitive as a means for her understanding. For video presentations and
any auditory input, the student will be provided with headphones for amplification and to
decrease any background noise or reverberation.
Kitchell UDL Unit 8
Multiple Means of Action and Expression
The student will be guided as necessary to ensure success. There are multiple means
of action and expression as the student will be performing various activities through
different means. Some activities will be performed on the computer (Study Island,
Glogster, SurveyMonkey), some on an iPad, some on a digital word web. The student
will be able to express herself greatly during the final project which will be based on her
perception of herself and the application of the vocabulary tools that she has learned
throughout this unit.
Multiple Means of Engagement
The student will most likely remain engaged in these activities. She enjoys working on
the computer and will really enjoy the final project. Rewards such as stickers will be
provided at the end of each session as reinforcement. Additionally, when working on the
interactive websites that will be located on the teacher website, most have automatic
feedback to reinforce her participation and success on the games. Finally, the student
will practice self-regulation as she will remain on task for her reward. This student
sometimes has difficulty staying on task so to tie in self-regulation skills, she will be
allowed to get a sticker at the end of the session and put it on a decorated index card. If
she had 3 stickers at the end of the week, she may then receive a reward from the
treasure box. The student will be responsible for monitoring her progress and being
honest about whether or not she earned the sticker. Teacher will observe and help with
any misunderstandings that may arise so that she will learn how to self-monitor
properly.
Reflection
My initial reflection of this unit is my concern for the amount of technology integration.
Considering the amount of time I have with this student and the level of her skills, I think
we made great progress with integrating technology and she was very excited about it.
If I had access to a full classroom and all of the tools that teachers have, I think I could
have expanded this unit to include more opportunities for the students. I feel that for
what my intent was to help this student learn and to introduce her (and myself) to more
tools available, she and I were both successful and I’m especially proud of her!
I feel that the student benefited from this unit and was successful in meeting the goals.
Pretest and posttest data reveal that she made improvements in the particular language
Kitchell UDL Unit 9
acquisition skills taught. The student was actively engaged in all lessons and was eager
to participate. The interactive sites really excited her and kept her focused. Typically,
this student is very easily distracted and requires several attempts for redirection. There
were some occasional instances with she needed to be redirected, but overall it was
better than during our typical sessions. She LOVES to work on the computer so this
was more “fun” than “work” for her. I think her favorite part was working on the iPad;
she thought that was “the coolest thing ever”!
For the future, I would like to build a larger unit with multiple sections targeting many
skills for other students. I believe that something that addresses many of the skills that I
work on with my students can be interconnected into subjects or units (i.e.
communication, language acquisition, self-help skills) and benefit many students. Skill
and developmental levels, considered and modified for, this is truly a fantastic way to
engage the students and keep learning fun for them.
Kitchell UDL Unit 10
References
Apple in Education. (n.d) Retrieved from http://www.apple.com/education/apps/
Apple Education: Useful for everyone right from the start. (n.d.) Retrieved from
http://www.apple.com/education/special-education/#hearing
Apps for iPod and iPad and students with disabilities. Retrieved from
http:// www.mainecite.org/index.php/news/36-general-news/146
apps-for-ipadipod-and-students-with-disabilities
Barker, L. J. (2003). Computer-assisted vocabulary acquisition: The CSLU vocabulary
tutor in oral-deaf education. Journal of Deaf Studies and Deaf Education, 8(2),
187-198. doi: 10.1093/deafed/eng002
Devries, J. (2010, May 10). Using the iPad to connect. The Wall Street Journal.
Retrieved from http://online.wsj.com/home-page.html?
Heasley, S. (2011). Study backs iPad for use with students with disabilities. Retrieved
from http://www.disabilityscoop.com/2011/05/20/
study-backs- ipad/
13142/
Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2010). A quasi-experimental
evaluation of an on-line formative assessment and tutoring system. Journal of
Educational Computing Research, 43(4), 489-510. doi:10.2190/EC.43.4.d
Kitchell UDL Unit 11
Ligon, D. (2010). i/Pad, iTouch, iPhone Apps for SPED/Speical Needs. Retrieved from
http://www.iear.org/iear/2010/7/4/ipadipod-touchiphone-apps-for-spedspecialneeds-by-david-lig.html
Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and
evaluation. Computer Assisted Language Learning, 19(1), 15-45.
doi:10.1080/09588220600803998
Massaro, D. W., & Light, J. (2004). Improving the vocabulary of children with hearing
loss. Volta Review, 104(3), 141-174. Retrieved from EBSCOhost.
Wild, M. (2009). Using computer-aided instruction to support the systematic practice of
phonological skills in beginning readers. Journal of Research in Reading, 32(4),
413-432. doi:10.1111/j.1467-9817.2009.01405.x