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Standard 1 Learner Development Artifact 1
Standard 1 Learner Development Artifact 1
Standard 1 Learner Development Artifact 1
differentiate lesson plans to create a learning environment that challenges and engages all
students. The artifact supports Standard 1 which reads, “The teacher understands cognitive,
linguistic, social, emotional and physical area of student development.” To implement UDL in a
lesson plan, a teacher must be aware of students’ “differing strengths and needs” of student
development and use these to create a variety of formats for students to access the learning
content.
This assignment helped me understand not only the importance of creating UDL into
curriculum but also how to implement UDL. Each learner is at their unique developmental level
and by understanding this, I am able to determine how best to further their growth. Moreover, to
further the growth of learners, I need to present content and allow expression of learning in a
variety of formats that engages them cognitively, linguistically, visually, and socially. For
instance, direct instruction should be supplemented with visuals, video with captions, and digital
text with interactive aspects, to name a few. I also understand that in order to promote the growth
of learners’ social and emotional development, I need to create appropriate social situations in
instruction.
basis to further their growth as well as their “misconceptions as opportunities for learning.”
Erin Koerselman
MAT 605
1. Briefly describe Universal Design for Learning. Make sure to include the three
principles of UDL.
UDL is creating a learning environment that challenges and engages all students. Three
principles of UDL are:
2. When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind?
Teachers need to keep in mind the intent of the learning goal they wish to create.
3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a
chapter on colonial America. He’ll lecture, write notes on the chalkboard, and give
his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his
students to research colonial America in greater depth on the Internet and to give a
three-to-five-minute oral presentation.
Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use.
For each a) list any potential barriers, and b) suggest UDL solutions.
4. Imagine that you are a second-grade teacher beginning a unit on plants. Your goal
is to teach the students the parts of a plant, making sure to incorporate the three
principles of UDL. Using the table below, describe at least two ways you would
present the information, assess your students, and maintain their engagement in
the subject.
Learning Goal Know the parts of a plant (roots, stem, flowers, leaves)
1. Coloring a picture of a plant with parts labeled
Presentation 2. Digital text
3. Oral presentation with slides that are labeled
1. Drawing a picture of a plant with parts labeled
Assessment
2. Orally pointing out the parts of a plant
1. Art supplies
Engagement 2. Computer
3. Allow students to work individually or in groups of 2
5. Using the table below, help Ms. Hamilton convert the 50-minute traditional lesson
about DNA into a lesson that incorporates UDL principles.
At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected
information about her students’ learning preferences and learning needs. Of her 29
students, 12 prefer to learn visually, 10 prefer to learn through auditory means, and
7 prefer to learn kinestheticly. Additionally, two students struggle with reading and
several have difficulty planning and organizing writing assignments.