Universal Design for Learning is incorporated throughout this unit. This page demonstrates how I plan to use UDL to meet the needs of all students to increase their "Quality of Life" and learning. The following notations are an overall view of how I incorporate UDL into my classroom. If you click on the link beside each overall guideline, it will take you to the table below for more specific examples, or you may just want to use the scroll bar to scroll down.
Multiple Means of Representation I provide Multiple Means of Representation through differences in perception, language and symbols, and comprehension. Several ways I vary perception are through the use of the Smart board (incorporating larger visuals, and auditory responses/teaching), the Ipod touch, the software program DT trainer, the listening center, the adaptive text throughout the room, etc. I vary language and symbols by providing examples and non-examples to increase vocabulary, using a variety of pictures, symbols, and objects and matching them together, and I incorporate gestures, sign language, and Spanish as needed with all children. I vary comprehension by extending previous learning to new learning experiences, which facilitates with new understandings of familiar concepts.
Multiple Means of Expression I provide Multiple Means of Expression through differences in action, expressive skills and fluency, and executive function. I vary action through the use of a touch screen (for more information see below), an Itouch incorporating response and navigation, and simple low tech accommodations (i.e. real pictures, symbols, and gestures), etc. I use the varieties of action to facilitate the learning of expressive skills and fluency. For example, if a child is consistently using real pictures to expressive his/her known actions, I would incorporate (pair with) a new learning modality of symbols/picture symbols. For three and four year old students, I include the executive function aspect of learning on the most basic level of understanding (i.e. themselves, each other, emotions, time management, etc.). However, I use a variety of modalities for all children to access/self-monitor their daily schedule, and manipulate it according to their preferences, where all activities are accomplished. I reinforce each of these learning opportunities, and help the children with change in structure and presentation.
Multiple Means of Engagement I provide Multiple Means of Engagement through differences in children interests, persistence and effort, and self-regulation behaviors. I provide choices of activities along with Assistive Technology where children can make choices and expressively communicate their choice. I present lessons with visuals along with small arrays according to each individual child's needs. I have incorporated many technologies which provide correction procedures to progress children towards mastery. I vary demands in each of my lessons according to each child. For example I use Trackstar with color words associated with current functioning levels of each child; therefore when paraprofessionals or parents are working with a child they know the corret question set for the child.
UDL Checklist
UDL Guidelines � Educator Checklist
These are the notes I have incorporated throughout the Meal Time Unit to increase UDL instruction, monitoring and assessment.
All lessons incorporate a variety of ways to display information. The information is taught through a book, real objects and pictures, real foods, computer software designed for lesson objective.
Every lesson incorporates real pictures, symbols, gestures/sign language, and AT devices; therefore the information presented is familiar to each child. The children are provided these materials/technology so they can effectively communicate.
Lessons include an itouch, a big mac, and a touch screen: instead of a mouse to access the computer, a smart board with pointers and balls to move objects on the screen.
All lessons incorporate a way which appropriate for each child to respond (i.e. in one lesson the activity is to label the action, but the child who is not currently expressively labeling is able to express the action through demonstration of the movement). Other ways are there is a mouse for computers and touch screens for varying ways for each child to respond.
Lessons include itouches, pictures instead of words, pictures with words, and signs. These help the children communicate on their individual communicative level.
Lessons include high numbers of trials for each child to activate their communication device or expressively say the response. The lesson is taught throughout the week and revisited each day in a variety of ways to build fluency and increase understanding of objectives.
Children can use any of the following devices or objects, along with language to communicate: I touch, Big Mac, Picture Boards, PECS, Objects, Smart board, etc.
Book Builder "share & publish" options for my class made book provides me with feedback from others to who use and view the book. The coaches on Book Builder provide effective goal setting on each child's current level of functioning.
All lessons incorporate food in them which children are motivated by according to each individual child's preference assessment. Foods are paired with pictures and not liked food to provide motivating ways to try new and different foods.
Extension on many lessons includes choice, and independent completion. One way I do this is allow for choices on children's schedules. The choices are for extension or extra practice on skills learned in different formats.
Lessons within the wiki are developed to meet and exceed the individual needs of students. One lesson may require a particular student to actual perform the task and another student to partially perform. The individual students follow up assessment is assessed according to their current and increasing level of performance.
Many lessons incorporate group activities where children must work in small groups with an adult. Children are then paired through strengths and how they can help other children master their objectives.
Mastery oriented feedback is especially given in the interactive power points, where the interactive game refers back to previous question, until the child responds to the question correctly.
UDL
Universal Design for Learning is incorporated throughout this unit. This page demonstrates how I plan to use UDL to meet the needs of all students to increase their "Quality of Life" and learning. The following notations are an overall view of how I incorporate UDL into my classroom.If you click on the link beside each overall guideline, it will take you to the table below for more specific examples, or you may just want to use the scroll bar to scroll down.
I provide Multiple Means of Representation through differences in perception, language and symbols, and comprehension. Several ways I vary perception are through the use of the Smart board (incorporating larger visuals, and auditory responses/teaching), the Ipod touch, the software program DT trainer, the listening center, the adaptive text throughout the room, etc. I vary language and symbols by providing examples and non-examples to increase vocabulary, using a variety of pictures, symbols, and objects and matching them together, and I incorporate gestures, sign language, and Spanish as needed with all children. I vary comprehension by extending previous learning to new learning experiences, which facilitates with new understandings of familiar concepts.
I provide Multiple Means of Expression through differences in action, expressive skills and fluency, and executive function. I vary action through the use of a touch screen (for more information see below), an Itouch incorporating response and navigation, and simple low tech accommodations (i.e. real pictures, symbols, and gestures), etc. I use the varieties of action to facilitate the learning of expressive skills and fluency. For example, if a child is consistently using real pictures to expressive his/her known actions, I would incorporate (pair with) a new learning modality of symbols/picture symbols. For three and four year old students, I include the executive function aspect of learning on the most basic level of understanding (i.e. themselves, each other, emotions, time management, etc.). However, I use a variety of modalities for all children to access/self-monitor their daily schedule, and manipulate it according to their preferences, where all activities are accomplished. I reinforce each of these learning opportunities, and help the children with change in structure and presentation.
I provide Multiple Means of Engagement through differences in children interests, persistence and effort, and self-regulation behaviors. I provide choices of activities along with Assistive Technology where children can make choices and expressively communicate their choice. I present lessons with visuals along with small arrays according to each individual child's needs. I have incorporated many technologies which provide correction procedures to progress children towards mastery. I vary demands in each of my lessons according to each child. For example I use Trackstar with color words associated with current functioning levels of each child; therefore when paraprofessionals or parents are working with a child they know the corret question set for the child.
UDL Checklist