Building+Lessons+Using+UDL

The [|UDL method] of teaching incorporates many of the student center principles we have all learned in our own teaching education. They take it a step further by utilizing technology to help teachers offer a wider variety of assessment tools and to use them more effectively. The technology is also used to make differentiation more manageable for the teacher, and to allow for further differentiation based on students' ability level and special needs.

The [|UDL Lesson Builder] that CAST provided on their site was very helpful in developing a UDL lesson. The sample lessons and the blank lesson form provided a much needed support system. Even with these tools, doing the lessons in this way was difficult for me due to the newness of it. I really had to exercise my brain. I think that it would become easier with practice in thi

I had a hard time thinking in the form needed for the lesson. I am also concerned about trying to fit this format into a 60 minute class period. I think it would have worked great when we had a block schedule, but I'm not sure how to fit it into less than an hour.

Recognition learning opportunities occur primarily during the beginning parts of the lesson. Multiple examples of poetry are given, one a song that the students are already familiar with, and another song that is more unfamiliar. The students hear the songs as well as view the lyrics. Background knowledge is supported by having the students watch the video about Terezin and listen to a read aloud of one of the poems from the collection they will be working with. The video of the read aloud also gives them an example of what a visual representation night look like.

Strategic learning is also present in the lesson. The video of the poem read aloud shows relevant images to the poem being read, and gives an example of a well done vocal performance. Students' projects from previous years may also be shared, both paper and digital. The guided practice and teacher monitoring during independent practice allow students to work on skills while having access to assistance if needed. Information presentation and assessment include text, pictures, and auditory components. Students are allowed to choose their own end product which gives them the choice of how to demonstrate the skills they have gained.

Affective learning is included in this lesson through letting students choose their poem and presentation format. Self-selecting to poems also allows for various levels of challenge.