Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing.
Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines:
1. Multiple Means of Representation (what)
2. Multiple Means of Action and Expression (how)
3. Multiple Means of Engagement (why)
Incorporate at least one technology resource in your modifications.
Goal: Students will read the “What is a Region?” chapter in their textbook and answer the review questions at the end of the chapter in handwritten responses.
Goal: <REPLACE text>
Focus: Understand what a region is
Focus: <REPLACE text>
Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet
Materials: <REPLACE text>
Instruction:
10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the textbook chapter using a Microsoft© PowerPoint© presentation and lecture
10:30–10:40 — Independent work: Students complete the True or False worksheet that describes examples and non-examples of regions
10:40–10:50 — Independent work: Students start working on the review questions at the end of the textbook chapter and will complete for homework
Instruction: <REPLACE text>
Assessment: Textbook review questions will be graded
Assessment: <REPLACE text>
Traditional Lesson Plan
UDL Lesson Plan
Goal: Students will read the “What is a Region?” chapter in their textbook and answer the review questions at the end of the chapter in handwritten responses.
Goal: <REPLACE text>
Focus: Understand what a region is
Focus: <REPLACE text>
Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet
Materials: <REPLACE text>
Instruction:
10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the textbook chapter using a Microsoft© PowerPoint© presentation and lecture
10:30–10:40 — Independent work: Students complete the True or False worksheet that describes examples and non-examples of regions
10:40–10:50 — Independent work: Students start working on the review questions at the end of the textbook chapter and will complete for homework
Instruction: <REPLACE text>
Assessment: Textbook review questions will be graded
Assessment: <REPLACE text>
Write a 350- to 525-word rationale on your chosen modifications for each section. Explain how your modifications support ELs and exhibit the three UDL guidelines.
The post Incorporate at least one technology resource in your modifications. appeared first on Homework Aider.
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