UDL Lesson Planning

 UDL Lesson Planning


After completing both lesson plan assessments, I felt most confident with the Elementary Lesson Plan, where I scored an 8. This reflects my comfort in creating engaging, age-appropriate activities for younger students.

My score was slightly lower in the High School Lesson Plan, which makes sense since teaching older students requires more critical thinking and independent work. It’s an area where I’m still growing, but this assessment gave me useful insight into how I can improve in crafting more advanced lessons.



What makes the UDL lesson plan different?

A UDL (Universal Design for Learning) lesson plan is different because it’s built to meet the needs of all learners from the beginning. It offers various ways for students to engage, learn, and show what they know. Unlike typical lesson plans, which often use one approach for everyone, UDL plans are more flexible. They adapt to different learning styles and abilities, removing obstacles that might prevent some students from succeeding. This makes learning more accessible and inclusive for every student, no matter their needs.


What does a teacher need to consider?

When using UDL, teachers must think about more than just delivering content. They need to consider how each student learns best, whether through visuals, hands-on activities, or discussions. Teachers should also think about what motivates students to engage in learning, as well as how they can give students different ways to express what they’ve learned. This could be through writing, speaking, drawing, or creating something. The goal is to make sure every student has the chance to understand and succeed.

How do you determine the lesson assessment?

Assessments aren’t one-size-fits-all. Instead, they are designed to fit the different ways students learn and express themselves. Teachers can use a variety of methods, like quizzes, projects, or peer reviews, to see how well students understand the material. The key is to make sure the assessments align with the lesson goals and offer students different ways to show their learning. This helps ensure that every student’s progress is measured fairly, based on their strengths and how they learn best.

References:

  • University of Massachusetts Global. (n.d.). Teacher's guide to universal design for learning. Retrieved from link

  • Understood. (n.d.). STEM lesson plans: UDL. Retrieved from link

  • Washington State University. (n.d.). Planning meaningful instruction for ELLs: Chapter 7. Retrieved from link

  • Strobel Education. (n.d.). Assessing student learning: 6 types of assessment and how to use them. Retrieved from link

  • Vanderbilt University Center for Teaching. (n.d.). Assessing student learning. Retrieved from link

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