6257-005-0FM-Final pass.indd
Design and Deliver
Planning and Teaching Using
Universal Design for Learning
CONTENTS
- About the Author
- Foreword by David Rose
- Preface
- Acknowledgments
I Introducing Universal Design for Learning
- Introducing Universal Design for Learning
- The Vocabulary and Myths of Universal Design for Learning
II The Principles of Universal Design for Learning
- Engagement
- Representation
- Action and Expression
III From Planning to Practice
- Designing with Learning in Mind
- The Goal and the Lesson
- References
- Index
ABOUT THE AUTHOR
Loui Lord Nelson, Ph.D., is a consultant specializing in universal design for learning (UDL). She recently completed a 1-year postdoctoral fellowship through Boston College and CAST. She has focused on K12 professional development and systems change design and is conducting research in both areas. Prior to this experience, she was the Coordinator of UDL in Bartholomew Consolidated School Corporation in Columbus, Indiana, for four years. Loui began her career as an eighth-grade collaborative teacher in Indiana and then expanded.
THE GOAL AND THE LESSON
If you have a clear sense of what you're going to do each day and for each lesson, you can get a better hold on what universal design for learning (UDL) is because you know what you want to teach. Now, you're figuring out how to teach it. Matt Roberts, seventh-grade math teacher. I talked about the lesson goal in Chapter 6 by saying, "The goal is the heart of any lesson." All activities, resources used, and products produced should be grounded in that goal. By defining what you want to teach, as Matt states, you are set free to use the UDL framework and decide how you're going to construct that lesson.
Table 2.1
| Specific point: Students will choose from a variety of measuring devices to measure the length of different items. |
|---|
| Nonspecific point: Students will learn about measurement. |
| Common Core State Standard referenced: CCSS.Math.Content.2.MD.A.1 |
| Specific point: Students will recognize pairs of words that rhyme. |
| Nonspecific point: Students will practice with rhyming words. |
| Common Core State Standard referenced: CCSS.ELA-Literacy.RF.K.2a |
| Specific point: Students will combine information gathered from a variety of sources and share that information comprehensively using collaboratively designed options. |
| Nonspecific point: Students will read from a variety of resources and combine their ideas. |
| Common Core State Standard referenced: CCSS.ELA-Literacy.SL.6.2 |
Examining Achievement
When we think of examining student achievement, we tend to think of assessments. Addressed more in Chapter 5 under the principle of Action and Expression, considering any kind of information from students as a way to examine their growth will help you examine your goals.
Goal: Students will calculate the molarity of selected solutions.
A quick walkthrough of the room shows you that some students are struggling...
Goal: Students will begin their investigation of how diet affects mood...
Goal: Student groups will demonstrate the effect of the Peloponnesian War on the political structure of Athens...
Revision
The practice of reflection is important when revising a lesson. This is a time when you examine how well your lesson went. Attention to the UDL framework can help you create assessments, whether they are informal or formal, formative or summative.