After completing the UDL educators checklist, I began to revisit my lesson with a new perspective. In as many parts as possible I wanted to include MULTIPLE ways to do one task. I struggled when trying to indicate which area of the lesson was covering representation, expression, or engagement, but I was able to change the lesson so I gave my students as many options as possible to make the learning most accessible to each one of them. In revising my lesson, I also used the 7 guiding principles of UDL as stated by Kings-Sears (2009).
- Flexibility in Use
To make sure that the content I am delivering to my students fits each of their needs I plan to use multiple forms of representation while guiding my students. During the lesson students will be following a set of directions on a website that I have created. I plan to talk through the steps to help my auditory learners. I will also provide visuals that go along with the text on the website. Finally, I will provide my students with a printed out copy of the directions. This will allow students many options when they are completing the lesson. While presenting new information I will also use images and model different processes using my projector to help my visual learners.
2. Equitable Use
One of the most challenging situations I have when students are on the internet is that they are all at different reading levels. To make learning accessible for all of my students I will provide interactive text on my website. This way students can click on words they don’t understand to get a definition. This will also allow them a way to hear words they find difficult to read.
3. Perceptible Information
To allow students the ability to look back on information I have already given I will have several screencasts students can refer to if they get confused or need reference. I also will have the main goals of the assignment very clear and we will determine “Big Ideas” to consider when searching the internet visible in the room. I will also chunk our big goals into smaller daily goals to help students self-monitor.
4. Tolerance for Error
As a science teacher, I always encourage my students to find successes in failure. I feel I do a good job of tolerating error in my classroom and want to establish a positive culture for learning. While I am modeling how to search the internet I will show students how sometimes you can get stuck and what to do when that happens.
5. Simple and Intuitive Use
To make this lesson as simple as possible I want to provide my students with oral instructions, visual instructions, as well as a combination of both on my website. I will include visuals in my instructions so students can understand the directions easily. I also plan on using a custom search engine to make searching a little easier for students who have not had as much experience.
6. Low Physical Effort
I don’t want my students who struggle with reading and writing to struggle with this assignment because of their disabilities. To lower this burden, I plan to pair up students who have a hard time reading with a reading buddy. I will also give students who struggle with writing the option to draw or orally explain their ideas. I may also pair up students who struggle with writing with a scribe.
7. Size and Space
To ensure all students can see the visuals and examples I will be providing I will make sure that my screen is enlarged and all students can see the information displayed. I will also make sure that on my website, text is large enough to read. For students who struggle severely with this, I can show them how to enlarge and reduce font size using the Control functino.
After reviewing my lesson using the 7 guiding principals as well as the UDL checklist, I feel that my lesson is much more accessible to all learners. Although I wish our school had more access to assistive technologies, I feel that I have found unique ways to adjust the lesson to meet the needs of each individual student.
To see my full lesson, click the link below:
UDL Lesson Karle Rewerts