Agenda:
See the National UDL Website
for extensively more information see the UDL book in Brightspace.
-Classroom Profile (see Session 2)
-Differentiation (see Session 9)
-Accommodations (see Session 9)
-Modifications(see Session 9)
-Response to Intervention (RTI)
-Multi-Tiered System of Supports (MTSS)
As you can see from the above bullets, the UDL approach is readily recognizable in the LMU Lesson Plan template. Professional teachers must take the individual students they have and meet their individual needs AS WELL AS the needs of the class as a whole, which reflects the aspirations of the parents, school, community, and society. This is a delicate balance, not easy to maintain. On the one hand, you have been charged to get your classes through a mass of material deemed to be important by your school, community, and nation. On the other, you must meet the individual needs of students who may be adapting to the English language or have special needs.
1. REPRESENTATION- multiple ways for students to access materials
2. ACTION and EXPRESSION - multiple options for students to express their learning
3. ENGAGEMENT - multiple options to engage students
In groups of 3 agree on a topic and create the 3 UDL approaches on how your group would teach using UDL strategies. Create and then share out.
Below you see the Rubric for your lesson plan. After you post your LMU Lesson Plan, do a self-evaluation of your Lesson Plan. I will also be providing feedback on your lesson plan via email.
• Read & Discuss Burke, chap 6: "Speaking and Listening" (pp. 203-255)