During a course assignment, I was
able to take the opportunity to look deeper into one of my favorite lesson
plans. I created a reading and writing lesson plan based around the children's
book Tacky the Penguin three years ago. I used this lesson multiple
times in a second and third grade classroom. I thought it was a well developed
and implemented lesson. The students were given the opportunity to read
independently and as a group, record describing words in their journal, and
write a short paragraph based on the writing prompt: "Why is Tacky the
Penguin Different from the other Penguins?". I even used Tacky the Penguin
on a popsicle stick as a hands on manipulative. I thought I included it ALL!
Until I aligned my lesson to the UDL framework checkpoints. Although I did not
know it, I did include UDL strategies in my lesson, just not enough for all
students to succeed. One of my strongest UDL strategies was providing options
for student comprehension. I modeled reading with expression with scenarios
that would activate the students’ background knowledge. The students were given
Tacky popsicle sticks to use as manipulatives to hold in the air when they
heard details from the story to support how Tacky was different. This helps
guide information processing using manipulation. I also provided options for
expression and communication. I gave the students a sentence starter to use as
a tool for composition of their writing prompt. When I worked with the students
I gave support for practice and performance by providing differentiated feedback
based on individual student goals.
The
area that needed the most development of the UDL framework strategies was to
provide options for language, mathematical expressions, and symbols. To
implement this checkpoint, I included clarification of key vocabulary for the
book. This could be completed with flashcards with a picture of the describing
word or short video clips involving the describing words. Also in this UDL strategy
I included ways to promote understanding across language. The teacher will have
the text available in the students’ first/native language. I also incorporated illustration
through multiple media by having the teacher act out the ways Tacky is
different. (For example: The teacher will sing a funny song like Tacky instead
of a pretty song like the other penguins.)
I think
the biggest challenge in developing greater variety in the use of UDL will be
how to incorporate it into a lesson to help all students be successful
learners. There are so many great resources to implement, including word prediction
softwares, voice to text, assisted literacy software, etc. It is a matter of
choosing the best resources for the individual learning needs. It is essential
to think about EVERY student in the classroom and what is needed for them to be
successful in the learning experience in order to meet their goals. The UDL
framework gives us a guideline to ensure we include these strategies in our
everyday lessons.
If you would like to review my pre/post UDL lesson, please click on the link below:
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