UDL Activity

Khenra Granger
ISTC 731
Select an instructional lesson or professional development activity that you
would like to improve through UDL.
Please click on the file attached on the right-hand side labeled Granger-UDL
Review of 10-22-2020 .Math-Lesson 9 for a PDF version of the math lesson plan I will
be evaluating. Please click on the file attached on the right-hand side labeled Granger-
UDL Review of 10-22-2020 .Math-Lesson 9-ppt pages to access the supporting
materials document for this lesson.
Describe the lesson and explain why you have selected it for this assignment. Be
sure to note the setting, the audience, and the instructional goals for the lesson.
This lesson was developed for an audience of 21 students in a 2nd grade
inclusion classroom. Out of the 21 students, 7 of them received special services. 6
students had an IEP and there were 4 ELL students. In math groups, students are
heterogeneously mixed in order to provide positive peer models for the inclusion
students while homogeneously mixed based on general mathematics ability level. This
lesson was developed during the 2020-2021 school year which means at the time of
this lesson, my students were still working to regain math foundational skills lost when
our schools closed back in March of 2020. This lesson was developed with the
understanding that this audience was still working to strengthen our core
understandings.
By the end of this lesson, students will be able to interpret data in a bar graph to
answer questions. Student statement: “I can answer questions about data in a bar
graph.“ I chose this lesson to evaluate and improve as it was developed for a distance
learning setting. While it was successful when fully online learning, I wanted to revisit
and adapt this lesson to translate with UDL in mind for the in-person learning setting.
Use the UDL Principles Checklist for the specific checkpoints and note or score
the ways the lesson currently reflects UDL principles and the lesson's
shortcomings related to the UDL principles. Share examples where appropriate.
Consider, what is the outcome you want for this lesson in regard to improved
representation, action, and expression and/or engagement?
Please click on the file attached on the right-hand side labeled Granger-UDL
guideline_ed_chklst for a PDF version of the UDL checklist used for evaluation of the
aforementioned math lesson plan.
Choose the 2 or 3 specific checkpoints that will have the most impact on the
instruction when improved with technology. Explain what the instructor or
students would do with this technology in order to promote a learning
environment that better meets your students' needs and improves the instruction
aligned to the noted principle/checkpoint.
Due to the fact this lesson was developed during distance learning, there were
quite a few UDL guidelines already being met. However, for adapting this lesson to the
in-person setting, as well as improving this lesson to meet more UDL checkpoints, there
is one major improvement that would allow multiple checkpoints to be met. The
checkpoints I am choosing to improve-upon are: 1.1 (offer ways of customizing the
display of information), 4.2 (optimize access to tools and assistive technologies), and
5.2 (use multiple tools for construction and composition). While the formative
assessment cool-down was provided via Classkick (digital online learning tool that
allows for lesson creation and real-time teacher and learner feedback
https://classkick.com/ ) the rest of the lesson materials were only provided via the
tangible IM workbook students had. If the workbook materials were to be made
available on Classkick (using online screen capturing tools to put the online work pages
https://im.kendallhunt.com/ on Classkick) students would be able to have choice in how
they worked through and used the lesson materials.
Loading all lesson materials onto Classkick allows for the pages on Classkick to
also have the text audio recorded like the cool-down. Classkick allows for zoom,
brightness, and contrast options, as well as other page manipulation tools which would
give learners the ability to customize their display of information (choosing Classkick or
the workbook option). As Classkick has audio recording options, assistive technologies
become more compatible and available. While multiple tools for construction and
composition were provided in the cool-down, having all lesson materials available on
Classkick allows this checkpoint to be met throughout the lesson. Students are able to
voice record, type/talk to text, draw or picture capture allowing for multiple means of
action and expression. Additionally, Classkick offers feedback on a peer-to-peer level
and instructor to peer. While students are working through there is a “raise hand” option
which notifies of either needing help or checking for completion. If the help hand is
raised, both peers and instructors active on the Classkick lesson are notified.
As students are now 1:1 with devices within my county, this simple improvement
further allows for student choice, autonomy, and self-advocacy. As the instructor,
Classkick allows for a dashboard of all active lesson participants. While this lesson
functions in a small group, the instructor would need to have their Classkick dashboard
pulled up (teachers are also 1:1 with devices in my county) as well as monitoring
students who chose to use their concrete workbook. This may sound like a lot to ask the
instructor to manage, but the small group piece makes it much more manageable. While
this change would take more lesson prep on the instructor’s end, I feel the benefits
outweigh the extra initial prep. In order for students to fully engage in this lesson, they
need to have a working knowledge of how to use all the tools Classkick has to offer.