Universally Designed lessons help to promote a more individualized approach to learning. "Learners differ in the ways that they perceive and comprehend information that is presented to them" (CAST, 2014). This statement highlights the first principal of the Universal design concept, but it is the corner stone of the entire movement. Through these lesson plans it becomes apparent that the individualization of the student learning process has become an important part of the process. Without technology this becomes a laborious process that results in the teacher having to take a lot of their time to manage such a bulky system. With technology, the process becomes something that is much easier to do. I took this as a mantra for the entire process trying to tailor the lesson for each student and their ability.
The scenario that we were given gave an extremely diverse group of students, but was something that was fairly typical of what might be seen in a typical school. With inclusion become with norm in classrooms all over the country this produces classrooms that are way more diverse than was previously seen. The lesson design has to reflect this. When I read and experimented with UDL lessons this became the primary goal was to create a lesson that could help out students that were not at the same level as others and challenge the students that were labeled as gifted. My solution to this was the Learning path, or a menu based approach to learning. By using data to help group students I can distinguish those that are higher level and offer a greater challenge for them, while giving more of a foundation to those that need it. This is the spirit of those first words that occur in the first principle, but it is also the recurring theme within the entire lesson plan framework. This experiment has made me look back at my own lesson planning and evaluate what I can do to realign my own lessons to using the UDL as a framework for my own diverse learning environment.
References:
CAST. (2014, March 07). Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle1
The scenario that we were given gave an extremely diverse group of students, but was something that was fairly typical of what might be seen in a typical school. With inclusion become with norm in classrooms all over the country this produces classrooms that are way more diverse than was previously seen. The lesson design has to reflect this. When I read and experimented with UDL lessons this became the primary goal was to create a lesson that could help out students that were not at the same level as others and challenge the students that were labeled as gifted. My solution to this was the Learning path, or a menu based approach to learning. By using data to help group students I can distinguish those that are higher level and offer a greater challenge for them, while giving more of a foundation to those that need it. This is the spirit of those first words that occur in the first principle, but it is also the recurring theme within the entire lesson plan framework. This experiment has made me look back at my own lesson planning and evaluate what I can do to realign my own lessons to using the UDL as a framework for my own diverse learning environment.
References:
CAST. (2014, March 07). Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle1
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