Session #8 - Universal Design for Learning

Learning Outcomes:

CLO 5252.1 Identify and implement the California History - Social Studies (CA HSS) State Framework, College, Career, Civic Live Framework (C3) Common Core Social Studies (CCSS) (TPE 1b, 8, 9, 12 & 13).

CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).

CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).

CLO 5252.4 Demonstrate competence in creating unit plans and instructional programs in Common Core English/Language Arts and Social Studies content areas (TPE 1b, 2, 3, 4, 5, 6c, 7, 9, 10, 11).

CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).

CLO 5252.7 Explore and to research effective, current research-based methods and curricula that promote optimal learning environments for students (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

Essential Questions:

• What is the UDL approach?
• How do I apply UDL in my teaching?

Information: Universal Design for Learning

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)

-Assistive Technology

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.

3 Prongs of UDL

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.

Assignments:

• Due - LMU Lesson Plan #4 - Assessments.

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)

Next Steps:

Due next week - Video UDL & Reflection (see instructions for video)