Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing. Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines: 1. Multiple Means of Representation (what) 2. Multiple Means of Action and Expression (how) 3. Multiple Means of Engagement (why) Incorporate at least one technology resource in your modifications. Traditional Lesson Plan UDL Lesson Plan Goal: Students will read the “What is a Region?” chapter in their textbook and answer the review questions at the end of the chapter in handwritten responses. Goal: Focus: Understand what a region is Focus: Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet Materials: Instruction: 10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the textbook chapter using a Microsoft© PowerPoint© presentation and lecture 10:30–10:40 — Independent work: Students complete the True or False worksheet that describes examples and non-examples of regions 10:40–10:50 — Independent work: Students start working on the review questions at the end of the textbook chapter and will complete for homework Instruction: Assessment: Textbook review questions will be graded Assessment: Write a 350- to 525-word rationale on your chosen modifications for each section. Explain how your modifications support ELs and exhibit the three UDL guidelines.
Refer to Chapter 15 in CLB: “Multicultural & International Books” for definitions of terms used in this assignment. Read the Class Notes and the example