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Udl Lesson Plan Rational

This lesson plan rational describes how the author created a universally designed lesson plan for an inclusive first grade class with diverse learners. The author embedded principles of Universal Design for Learning to provide multiple means of representation, action and expression, and engagement. Assessments and instruction were modified to meet all students' needs. This connects to 5 Council for Exceptional Children standards related to learner development, learning environments, curricular content, assessment, and instructional planning. The author gained knowledge in these areas and the students were positively impacted by the customized lesson design.

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198 views1 page

Udl Lesson Plan Rational

This lesson plan rational describes how the author created a universally designed lesson plan for an inclusive first grade class with diverse learners. The author embedded principles of Universal Design for Learning to provide multiple means of representation, action and expression, and engagement. Assessments and instruction were modified to meet all students' needs. This connects to 5 Council for Exceptional Children standards related to learner development, learning environments, curricular content, assessment, and instructional planning. The author gained knowledge in these areas and the students were positively impacted by the customized lesson design.

Uploaded by

api-316958999
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UDL Lesson Plan Rational

This artifact required me to build a universally designed for learning lesson plan for an
inclusive first grade class. The class was comprised of diverse learners such as English language
learners and students with autism. I embedded the principles of UDL into all aspects of my
lesson: multiple means of representation, multiple means of action and expression, and multiple
means of engagement. Instruction was accommodated to meet the needs of all students, and
assessments were modified to support student learning. This connects to CEC standards 1
(Learner Development and Individual Learning Differences), 2 (Learning Environments), 3
(Curricular Content Knowledge), 4 (Assessment), and 5 (Instructional Planning and Strategies).
I gained knowledge and skills in learner development and individual learning differences
(standard 1) in that I fabricated my lesson plan to address individual students, and offered choice
in student responses. For example, I provided each student with a choice board so that they
could pick how they wanted to complete the activity. I enhanced my understanding of learning
environments (standard 2) by arranging my classroom in an efficient manner; the environment
organized, embellished, and safe. I gained curricular content knowledge (standard 3) by basing
my goal and objectives on grade level common core standards. I also reviewed educational
guides on effective English Language Arts instruction. Regarding assessment (standard 4), I
used a variety of strategies to accurately assess my students throughout the lesson. As a
summative assessment, students completed a graphic organizer about the major events in a story.
Utilizing UDL approaches with each students particular needs in mind, I was able to gain
valuable knowledge and skills in instructional planning and strategies (standard 5).
The students were positively affected by my mastery of the standards. The lesson was
designed explicitly for them, so they were able to learn in their preferred way (visually, tactilely,
or kinesthetically). Students were also able to choose their method of response. This artifact
definitely provided me with ample practice that will translate into my future teaching career. My
lessons will be structured to best support each student, while ensuring that standards are
integrated.

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