Scribd
Upload
197 views

Udl Lesson Plan Project

The teacher had to find creative ways to cover all the required material in the curriculum within the school year. The UDL-informed lesson allowed students to engage with the material in different ways based on their needs and strengths. It provided multiple means of representation, engagement, action and expression to address different learning profiles. The teacher was proud of how the lesson empowered students and incorporated what they learned about UDL principles.

Uploaded by

api-460305874
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
197 views

Udl Lesson Plan Project

The teacher had to find creative ways to cover all the required material in the curriculum within the school year. The UDL-informed lesson allowed students to engage with the material in different ways based on their needs and strengths. It provided multiple means of representation, engagement, action and expression to address different learning profiles. The teacher was proud of how the lesson empowered students and incorporated what they learned about UDL principles.

Uploaded by

api-460305874
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Julia Goffredi

Dr. Kelly Keane


ED602
Spring 2019
UDL Lesson Plan Project Reflection

In the French III curriculum we have adopted this school year, we have found it very

challenging to complete all ten lessons within ten months, which means we’ve had to find

creative ways to discuss multiple topics within one class period. For example, while we wish we

could dedicate a day for each of the three grammar rules introduced each lesson, it would

prevent us from addressing cultural texts and reading a novel in the course. Also, many of the

grammar sections are repeated from past years and enhanced with additional contexts to

which these rules could be applied. Some students may still remember a great deal about one

rule yet may need more time to reinforce another. This lesson aims to allow students to take

ownership of their learning, make meaning of the content in their own way, and collaborate

with others.

For the opening activity, students are interpreting multiple examples that use bolded

and italicized fonts to emphasize specific grammatical structures and key rules, therefore

providing options for comprehension by activating background knowledge, highlighting

critical features, and guiding information processing. By breaking students into groups based

on their competencies, followed by groups of their own choice, this lesson provides options for

sustaining effort and persistence through the promotion of collaboration and community.

These conversations give students the opportunity to clarify syntax and structure while

promoting understanding across languages, which are two examples of providing options for
language and symbols. As they continue to process the examples provided, they may also

reference other illustrations of the content through multiple media, from verb charts to

tutorial videos. Finally, my students are fortunate to have access to technology every day due

to our school’s 1:1 laptop program, and I strive to use the best applications and websites

available to aid my students in how they create work that reveals what they’ve gained from a

lesson. At this point in the academic year, students are familiar with various tools and assistive

technologies – including Flipgrid, speech-to-text functions in Office 365 applications, and online

dictionaries between multiple languages – that make construction and composition in this class

manageable and enjoyable. When they are assigned similar tasks in college, they will already be

prepared through the experiences I have provided for them in this class, and they will know

what resources they can use to help them succeed.

Throughout this lesson, I have provided my students with multiple means of

engagement, representation, action, and expression, ensuring that I have addressed all three

brain networks that are the most significant for learning. During this planning process, I found

myself better separating the ends from the means. While it is important for students to know

how to properly conjugate verbs, use prepositions, and structure a comprehensible sentence, I

want them to focus more on being able to use those rules in context. My instructional goal is

more geared towards what they will be able to communicate by the end of the lesson, whereas

my objectives describe how students will gain the skills necessary to accomplish the

instructional goal. At the end of the day, being able to fill in a blank or rearrange the order of a

sentence doesn’t show me that you can share your thoughts with someone through writing or a

conversation in French. The performance task is a better indicator to me of what students can
truly do with the language. Additionally, I found myself being more mindful of the jagged

learning profiles in my class, wanting to make sure I wasn’t limiting what my students could

accomplish through my instruction, my activities, or my resources. Instead of lecturing students

using dry terminology, I now can see my students taking ownership and making personalized

meaning of the material through the tasks I’ve created. I’m inspired to create more lessons that

put my students in charge more often, while allowing me to facilitate their progress and learn

more from them.

I am very proud of this lesson. While it still stays true to my style of teaching, it is

enhanced thanks to the structure of this lesson template and the many things we have learned

about UDL throughout this course. From this point on, I will have a copy of the UDL Guidelines

on my desk to reference as I reflect upon past lessons and brainstorm new ideas for the future.

I would love to share what I’ve learned with the Language department at my school and other

co-workers. Though it will take time for my community to fully embrace Universal Design for

Learning, I truly believe that it will make our teachers even more effective, help our students

have a more positive attitude towards learning, and strengthen our whole school community.

You might also like