Scaffolds and Extensions (Module 5) UDL Components: Extensions for advanced students: Support for students who are ELL, Principle #1 - Provide Multiple have disabilities or read well below Means of Representation grade level text band: My unit utilizes multiple forms of text, multiple styles My unit utilizes multiple forms of text, and forms for evaluation and analysis, and options to My unit most accurately reflects multiple styles and forms for evaluation complete the performance task. I am still Principle #1 through its variety of and analysis, and options to complete researching/developing plans for assessment but at this options available for the performance task. I am still point believe they will be tied into the performance task perception/understanding of information researching/developing plans for in some way, ie. DBQ and Essay, or summative (videos, excerpts of PSD, longer text, assessment but at this point believe they assessment with presentation, etc. I am looking at recordings, music, etc.) will be tied into the performance task in developing a type of which tracks students “contract” along with multiple opportunities to some way, ie. DBQ and Essay, or from the beginning to the end of the unit. This would process, visualize, and manipulate summative assessment with provide more of an individualized form of instruction information (worksheets, graphic presentation, etc. I am looking at catering to the specific needs, talents, and abilities of organizers, journal/INB writings, developing a type of which “contract” each student. vocabulary development, etc.). My tracks students from the beginning to outlook on teaching took a dramatic turn the end of the unit. This would provide about five years ago after a successful more of an individualized form of session of professional development instruction catering to the specific needs, regarding these principles. Allowing talents, and abilities of each student. student choice and option didn’t negate my control and focus in the classroom - instead it opened my eyes up to the variety of ways in which students can learn, providing me with different perspectives on the learning as well. I enjoyed watching the interaction of students with different learning styles in my classroom. The transfer of learning from was enlightening and “experts” encouraging.
Scaffolds and Extensions (Module 5) UDL Components: Principle #1 - Provide Multiple Means of Representation My unit most accurately reflects Principle #1 through its variety of options available for perception/understanding of information (videos, excerpts of PSD, longer text, recordings, music, etc.) along with multiple opportunities to process, visualize, and manipulate information (worksheets, graphic organizers, journal/INB writings, vocabulary development, etc.). My outlook on teaching took a dramatic turn about five years ago after a successful session of professional development regarding these principles. Allowing student choice and option didn’t negate my control and focus in the classroom - instead it opened my eyes up to the variety of ways in which students can learn, providing me with different perspectives on the learning as well. I enjoyed watching the interaction of students with different learning styles in my classroom. The transfer of learning from “experts” was enlightening and encouraging. Support for students who are ELL, have disabilities or read well below grade level text band: My unit utilizes multiple forms of text, multiple styles and forms for evaluation and analysis, and options to complete the performance task. I am still researching/developing plans for assessment but at this point believe they will be tied into the performance task in some way, ie. DBQ and Essay, or summative assessment with presentation, etc. I am looking at developing a type of “contract” which tracks students from the beginning to the end of the unit. This would provide more of an individualized form of instruction catering to the specific needs, talents, and abilities of each student. Extensions for advanced students: My unit utilizes multiple forms of text, multiple styles and forms for evaluation and analysis, and options to complete the performance task. I am still researching/developing plans for assessment but at this point believe they will be tied into the performance task in some way, ie. DBQ and Essay, or summative assessment with presentation, etc. I am looking at developing a type of “contract” which tracks students from the beginning to the end of the unit. This would provide more of an individualized form of instruction catering to the specific needs, talents, and abilities of each student.
-The-Vietnam-War-Unit-Plan.docx