Universal Design for Learning Lesson Plan - Essay Example

Running Head: Universal Design for Learning Name Lecturer Task Date Appendix 1 – Lesson One Universal Design for Learning Lesson Plan Date: 29/08/2012 Year/Level: 18/10 Lesson Duration (Minutes) 60 min. Subject: Personal Development. Lesson Title: What is Concept Mapping? Materials Needed: Interactive White Boards, Net books, Overhead projectors Learning Objectives: By the end of the lesson, the learner should be able to: Know how to create concept map for different ideas they posses. How concept map can be facilitate learning. Use concept maps to improve memorization. Indicator: Link to Victorian Essential Learning Standards Students initiate personal learning goals and identify strategies for learning such as the use of concept maps to create a relationship between ideas. They initiate a range of independent activities; provide progress and summative reports for teachers. Students work independently to implement a range of strategies, to maximize their learning. They seek and respond to feedback from peers and teachers such as individual creation of concept map. Information and Communications Technology for Visualizing thinking, Creating and communicating standards; Students use ICT tools to visualize thinking and establish relationships between variables such as use of concept maps to create visual symbols. They use ICT to maximize accuracy, clarity and completeness. Students communicate their ideas to their peers and teacher with the help of ICT. Anticipatory Set: (10 mins) Ask the learners to state the use of maps and how a map directs us to where we want. Ask them to state the type of maps. Brief them on what a concept map is. Remind them of Inspiration as a concept map development tool. Direct Instruction: (40 mins) Give an explanation of how to create a concept map for different ideas like human body system. Guide the learners towards step by step creation of a concept map with the help of power point slides. Ask them to name other ideas that concept maps can be created. Ask the learners to think of all the information needed for creation of a concept plan on Healthy life style. Allow them to create concept map on Healthy life style on interactive white boards using Inspiration library. Guide those who were experiencing problem logging on Inspiration. Give learners a task of individual creation of concept map on different subject matters. Learners who are not sure of the right subject matter to create a concept map are guided by examples. Conclusion: (10 mins) Review on the creation of concept maps. Each learner to share the concept map he or she has created with the whole class. Summarize on how concept maps can be incorporated in numeracy. Appendix 2 – Lesson Two Universal Design for Learning Lesson Plan Date: 29/08/2012 Year/Level: 18/10 Lesson Duration (Minutes) 60 min. Unit: Studies of the Society and the Environment Lesson Title: Reshaping the Earth’s Crust Materials Needed: Net books, Overhead projectors, power points Learning Objectives: By the end of the lesson, the learner should be able to: Define soil. State the main parts of the water cycle. To understand the processes that reshape the earth’s crust. Indicator: Link to Victorian Education Learning Standards Students identify the various processes that are involved in the water cycle. Students describe the relationship among ground water, surface water and glacial systems. Students differentiate among the processes of weathering, erosion, transportation of materials, deposition and soil formation. Anticipatory Set: (10 mins) Ask the learners to define soil and where it originates. Ask them if they were aware that soil exists in different colors. Ask the learners why soils have different colors. Brief them on the fact that soil results from weathering of rocks. Direct Instruction: (40 mins) Introduce the main concepts they would come across including definition of soil and processes that reshape the earth crust. Show the learners different earth features in form of saved pictures in net book with the help of a projector. Explain the key features in these pictures. A power point presentation showing different processes of reshaping the earth crust. Ask the learners to form groups of about three students for each group. Assist the learners to log on to interactive websites on their net books while in groups. Step by step procedure will be given with help of individual net book connected to overhead projector. Guide those who were experiencing problem logging on this website. Use the interactive website to take the learners through an instructional tour of water cycle and a river system. Give learners a question on each topic to answer in their groups. Go round the class to check. Conclusion: (10 mins) A review of the day’s lesson. Give the learners more websites saved in the net book to access more instructional materials. Post the answers of the questions covered in class in the shared drive of the computer. Appendix 3 – Lesson Three Universal Design for Learning Lesson Plan Date: 29/08/2012 Year/Level: 18/10 Lesson Duration (Minutes) 60 min. Unit: Science Lesson Title: Structure of an Atom Materials Needed: Net books, Overhead projectors, power points, periodic tables, a pair of Canadian and U.S coins, Electrical Circuits, Magnets Learning Objectives: By the end of the lesson, the learner should be able to: Describe the atom and its structure. Determine the charge on various atoms and ions. Determine the charge on various atoms and ions. Analyze element data on the periodic table. Indicator: Link to Victorian Education Learning Standards Students identify the relative mass, location and relative mass for electrons, protons and neutrons. Students describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus. Students describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus. Students recognize that protons repel each other and that a strong force needs to be present to keep the nucleus intact. Students recognize that an element always contains the same number of protons. Anticipatory Set: (10 mins) Introduce the topic by showing the learners Canadian and U.S coins. Ask the learners if they know the differences between the two coins. Explore the two coins using an electrical circuit and magnet; note the differences. Explain to the learners that the differences result from elements they are made from. Direct Instruction: (40 mins) Play Tom Lehrer elements song accessible online and engage the learners in a discussion that will lead them to elements. Support the discussion by introducing the periodic table and lead them through atomic number, symbol and atomic weight. Allow the learners to discuss and explore different interactive tables. Introduce the structure of the atom with the help of a diagram projected on the screen. Use interactive white board to make the diagram clearer during the explanation process. Give the learners different sites saved in individual net book to log on to in their personal net books that will help them understand structure of the atom. Discuss with learners and support the discussion with power point primer on the structure of the atom (http://www.particleadventure.org/frameless/modern/atom.html). Conclusion: (10 mins) A review of the day’s lesson. Give the learners more websites saved in the net book to access more instructional materials. Give the learners a build an atom assignment. Remind learners to make inquiries about the assignment through email. Summary of Saudi Girls High School Saudi Girls High School is a well established school initiated to provide secondary education according to the Australian curriculum to students from diverse regions. It gathers for both local and international students. English is a foreign language for most of the international students therefore; communication is a major instructional barrier to these students. It being a well established school, instruction is done with the help of technology. Technological devices being used include computers, projectors, interactive white boards and a sound field amplification system. Australian curriculum is designed to use the three important qualities or principles of universal design for learning. A consideration of the three important qualities or principles; multiple means of representation, multiple means of expression and multiple means of engagement of UDL will help in ensuring that learners with diverse needs are gathered for (Richard & Debbie, 2011). Universal design for learning framework helps in making course concepts accessible and to accommodate all the learners regardless of their abilities. UDL environment will help in creating curricula accessible to all students through careful planning and design (Hall, Meyer, & Rose, 2012). UDL comprises of principles that assist in reducing barriers to learning and it supports differentiated instruction (Richard & Debbie, 2011). There three principles originated from seven principles of universal design in architecture. They include equitable use, flexibility in use, simple and intuitive language, perceptible information, zero tolerance for error, low physical effort and size, and space for approach and use. In regards to lesson 1 attached as Appendix 1, there was more focus on the use of digital formats in the instruction process because of flexibility. The lesson was planned in accordance with Victorian essential learning standards and UDL principles. An emphasis on UDL principles assisted in eliminating unintentional build barriers by way of instruction design (Hall, Meyer, & Rose, 2012). It began with the connection of net book to an overhead projector. Concept map notes had already been prepared and saved in the note book, and this made it easy for projection. The main aim of teaching the idea of concept maps is to improve the retention level of learners through the creation of relationships between concepts. Therefore, the topic itself is a technological tool. Interactive white boards provided a room for multiple means of expression. Some learners have difficulty in expressing themselves because English is a second language to them; use of interactive white boards made it possible for them to express themselves well. Power points were used as well to provide step by step procedure of logging on to inspiration. Inspiration as a tool enables the learners to inter-relate ideas they are studying in multidimensional concepts (Jonassen, Carr & Yueh, 1998). Power point as a teaching tool provides an opportunity for whole class teaching and a summary of main points. Net books introduce unique learning experience to learners. Use of technology as a teaching tool is important because it fosters the development of thinking skills and also bolster the understanding (Robertson, Webb & Fluck, 2007). However, it all depends on the way it has been integrated. Some problems such as time factor, irrelevancy of course content and malfunctioning may arise as a result of poor ICT integration (Mizoguchi, Dillenbourg & Zhu, 2006). Lesson two attached as Appendix 2, began with an introduction of the main concepts. Universal design of learning framework was incorporated as well. The principles of UDL were put into consideration when planning it. Instruction was made possible with the help of technology to enhance whole class learning. Bearing in mind the nature of classes in Saudi Girls high school; large classes, projectors and power points had to be used. Power point presentations were used to provide space for approach and use. Regardless of the position in class where the learner sat, he or she was able to access the information with less effort. This could be an option for chalk board use. In addition to this, power points gather for those students having poor note taking skills. The use of power point helps in the enhancement of skills for note taking among the learners and provides a summary of the main points (Jones, 2003). Use of net books in class helped in counteracting the problem of errors, rigidity, and inequitable use and perhaps reduces effort used in writing the notes. With the help of a note book, the learner is given a chance to choose the best way of learning for example notes in soft copy or hard copy (Donald, Robert, Richard, Michael, & Abbie, 2009). Moreover, instruction materials inside the note book could be easily adjusted to fit the context for the purpose of simplicity and intuitive use. (Richard & Debbie, 2011) points out the fact that once words are on paper, options are limited. Interactive websites on the other hand gave the learners a unique experience in learning. Generally, focus of this lesson was digitalizing every aspect. UDL researchers suggest that digital formats increase the options for access and they are flexible (Richard & Debbie, 2011). Lesson three attached as Appendix 3 was also planned in accordance to UDL principles and Victorian Essential Learning Standards. An integration of ICT in instruction was reflected by learning materials used. Use of both visual and verbal materials aided in facilitating multiple means of expression. It gave the learners diverse learning options which make the learning experience meaningful and motivating (Richard & Debbie, 2011). An introduction given in form of audio and then supported with periodic tables was a good example of the principle of multiple means of representation. The principle ensures that all learners with diverse learning difficulties are provided for. A choice of using one of them could have excluded learners with difficulties. The involvement of email use in making inquiries was important because it assisted in providing multiple means of engagement and expression. It was designed to gather for those learners who could be having problems of fear of asking questions in class. At the same time, it ensured maximum engagement by learners because it introduces new learning experience (Bowe, 2000). Power point primer designed enabled whole class teaching and it gathered for enormous classes. References Bowe, F. (2000). Universal Design in Education: Teaching Nontraditional Students. New York: Greenwood Publishing Group. Donald, C., Robert, J. H., Richard, C. C., Michael, S. T. & Abbie, H. B. (2009). Teaching Strategies: A guide to Effective Instruction. Cengage Learning. Hall, E. T., Meyer, A. & Rose, H. (2012). Universal Design for Learning in the Classroom: What works for Special Needs Learners? New York: Guilford Press. Jonassen, H., Carr, C. & Yueh, H. (1998). Computers as Mindtools for Engaging Learners in Critical Thinking. Tech Trends. Jones, A. M. (2003, November). The use and abuse of power point in teaching and Learning in the Life Sciences: A personal Overview. University of Dundee. Mizoguchi, R., Dillenbourg, P. & Zhu Z. (2006). Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding. IOS Press. Richard, M. G. & Debbie, M. (2011). Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach. New York: Cengage Learning. Robertson, M., Webb, I. & Fluck, A. (2007). Seven Steps to ICT Integration. Camberwell: Aust Council for Ed Research. Read More