UDL+Lesson+and+Reflection

UDL LESSON

= CAST’s UDL LESSON BUILDER by Adele Ford  =

Lesson Overview
  ||  || The student uses data input skills appropriate to the task. The student complies with the laws and examines the issues regarding the use of technology in society. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student acquires electronic information in a variety of formats, with appropriate supervision. The student evaluates the acquired electronic information. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student formats digital information for appropriate and effective communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student uses technology applications to facilitate evaluation of communication, both process and product.  ||
 * **Title: ** || === Let Me Know Your Story!  === ||
 * **Author: ** || Adele Ford  ||
 * **Subject: ** || Technology  ||
 * **Grade Level(s): ** || 5th  ||
 * **Duration: ** || One week  ||
 * **Subject Area: ** || Reading, Language, Social Studies  ||
 * Unit Description: ||  Students and teacher will get to know one another through the use of digital media and other Web 2.0 tools. Students will tell the story of a famous person and then their "story" about their lives growing up, their likes (to do, eat, etc.), future careers, etc. They will tell their story through the means of their choice ,ie. Photostory, PowerPoint, BookBuilder, Wiki site, Blogs, etc.
 * Lesson Description for Day: ||  The teacher will demonstrate and give brief bits of information about the web 2.0 tools and digital media. Students will experiment with each of the tools and begin thinking about which tool that they want to use to tell their story(Individual) and that of a famous person (group). A discussion will take place to discuss the diverse learning needs of the class and they will have to address those needs when telling their story through whichever means they choose.
 * State Standards: || The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections.

Goals
Multiple means of engagement to tap into learners interests, challenge them appropriately and motivate them to learn. ||
 * ====**Unit Goals: **   ==== || <span style="font-family: 'Arial','sans-serif';">Providing multiple means of representation to give learners various ways of acquiring information and knowledge. Providing multiple means of expression. Providing learners alternatives for demonstrating what they know.
 * **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Lesson Goals: **<span style="font-family: 'Tahoma','sans-serif';">  ||   For students to get to know their teacher and classmates better. For students to become familiar with the different technology tools available to them. To teach students about the accommodations necessary to teach various learning styles and recognize which is their own learning style(s).   ||

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Methods

 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Anticipatory Set: ** ==== || ====  Attention grabber question: Have you ever wondered if some of your classmates came from Mars or just wanted to get to know your classmates better? Well we're going to do just that. I will also get to know you all better and **you will get to know me better as well.**  ====

|| Recognition Network: I will allow students to get to know me better through my own presentations using different digital media and web 2.0 resources. This will give them an opportunity to see many of the tools that are available to them in action. I will use the different media to show different portions of my life so that they won't be seeing the same information over and over in a different form but new information that should keep their interest.
 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Introduce and Model New Knowledge: **   ==== || ====   ====

|| ====  Groups of 4-5 students will work cooperatively on a presentation of the life of a famous person. They will decide which media they will use to address the needs of diverse learners (Strategic Network and Affective Network), and tell about the persons, career, birth, famous works, likes, dislikes, etc.  ====
 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Guided Practice: **   ==== || ====   ====

|| Students will make a decision on the media that they will use for their individual presentations (Strategic Network) and start collecting the data, pictures, and other resources needed for their individual projects to tell their story while making accommodations for their diverse classmates. Thus begins the process for putting it all together in the web 2.0 or digital media tools of their choice (Affective Network).
 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Independent Practice: **   ==== || ====   ====

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Wrap up : Students show off their final project to the class. Class discussion on their experience which includes the needs of diverse learners and accommodations as well as what they learned about each other (commonalities and differences),. Also discuss how to use the digital media and Web 2.0 tools and their many uses in the classroom. EXTENSION: What would they like to do next and how is doing this useful to them in the future?

Assessment
Teacher monitoring and observations through every step of the project completion. How well are the students progressing toward the desired goals? Are they using the tools properly and incorporating the required information/accommodations? <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';"> || <span style="margin: 0in 0in 0pt; mso-hyphenate: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> A grading scale that corresponds with the rubric (points) scores. <span style="display: none; font-family: 'Arial','sans-serif'; font-size: 8pt;">Top of Form <span style="display: none; font-family: 'Arial','sans-serif'; font-size: 8pt;">Bottom of F ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Formative/Ongoing Assessment: ** || <span style="font-family: 'Tahoma','sans-serif';">
 * **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Summative/End Of Lesson Assessment: **<span style="font-family: 'Tahoma','sans-serif';">  || <span style="margin: 0in 0in 0pt; mso-hyphenate: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> A rubric with detailed categories.

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Materials
Computers (preferably in a computer lab setting) PhotoStory downloads PowerPoint downloads Wiki sites (educational and private settings) Blog sites (educational and private settings) Scanner (or photograph converter to digital) Pictures of the students over their developmental years Creative commons Clip art Mp3 Downloads Microphones Headphones

REFLECTION

Well, I must admit that creating this UDL lesson was really time-consuming for me, but I see its usefulness. Creating this UDL lesson really forced me to consider the diverse learners and make accommodations for them. It made me think about the Universal Design for Lessons (UDL) which include the Recognition Network (what we see and hear), the Strategic Network (how we organize and express our ideas), and the Affective Network (are the students, excited, engaged, interested, challenged and understand why this learning is important). Planning this UDL lesson also allowed me the opportunity to practice the UDL Principles of creating varied ways for the learners to acquire knowledge, varied ways for them to demonstrate that knowledge, and varied ways to motivate all students. I really see the importance and necessity in this day and age of digital natives to implement the UDL Principles into each and every lesson. The UDL checker was not what I thought it was going to be but it helped me to assess my lesson to make sure that all UDL elements were present. Now I know and have experience with the tools that will help me create lessons and a non threatening check up tool to check those lessons, so that I can utilize them in my own classroom. The UDL lessons should reach all learners, have something special to offer each one, and leave no child behind. Once again, although my time is very limited, I can appreciate the requirement to create our own UDL lessons using [] and check them using [] !