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Monday, May 10

  1. page VI. Rationale edited ... Students set explicit personal goals for their responses in the individual activity. (8.1) St…
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    Students set explicit personal goals for their responses in the individual activity. (8.1)
    Students have the option to re-do the individual activity if they want to respond using a different method (writing, drawing, speaking, acting, etc.). (8.3)
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  3. page VI. Rationale edited ... Teaching Every Student with Universal Design for Learning Echolocation is a fascinating topic…
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    Teaching Every Student with Universal Design for Learning
    Echolocation is a fascinating topic because it explores so much about how we think about ourselves, our senses, and the world around us. This is a wonderful topic to build a lesson around in the Universal Design for Learning framework , since it readily involves ideas of multiple means of representation, expression, and engagement.
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    this lesson on echolocation was built withfits into the UDL principles in mind:framework:
    Provide Multiple Means of Representation:
    1. Options for perception:
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  4. page VI. Rationale edited ... Students are given the option to choose their preferred means of displaying how echolocation i…
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    Students are given the option to choose their preferred means of displaying how echolocation is explained. They can choose the animated video of the bat and tree, the text in the introduction section, or the discussion led by the instructor. (1.1)
    The animated video of the bat and tree is complimented by an audio explanation of echolocation. (1.2)
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    for visual informationinformation. (1.3)
    2. Options for language and symbols:
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    and physical demonstrationsdemonstrations. (2.1)
    Non-linguistic
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    classroom wall activity (2.5).activity. (2.5)
    3. Options for comprehension:
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    mechanism behind echolocationecholocation. (3.1)
    The
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    ideas behind echolocationecholocation. (3.2)
    In
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    during the activityactivity. (3.3)
    Provide Multiple Means for Action and Expression:
    4. Options for physical actions:
    The classroom activity is primarily physical, with students experiencing echolocation by standing near a wall and moving closer. In the lesson plan I incorporate "UDL Tips," which provide options for students with physical disabilities to still participate in this exercise. Students who are unable to move closer to the wall, for example, have a partner that will move a piece of stiff paper or cardboard closer to his or her face. Students who cannot hear the sounds they make have the option to use a stick to "feel" their environment through a different modality. (4.1, 4.2)
    5. Options for expressive skills and fluency:
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    speaking, and actingacting. (5.1)
    At
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    echolocation is usefuluseful. (5.3)
    6. Options for executive functions:
    The individual activity asks students to first plan what they are going to describe in their response and keep that plan in front of them throughout. This is a simple way to get students to set goals and guide their own strategies for carrying out their responses. (6.1, 6.2)
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    Provide Multiple Means for Engagement:
    7. Options for recruiting interest:
    Within Independent Practice, students makeStudents have a multitude of choices about which Learning Stationsin this lesson in how they will visit,receive and which activities they will userespond to practice the skill.its contents. They also make choices in termsare, for example, asked to choose personal examples of how they want to communicate and what they wantobjects that bounce back to look atthem in the Voicethread (7.1).
    Videos of real-world applications
    first part of the pattern concept (inclassroom activity. They are also given the Move It! and Make Some Noise! Learning Stations) demonstrate the relevancechoice of patternswhat sound to students’ lives (7.2).
    Students have
    make as they approach the opportunitywall and what situation to visit the Peace and Quiet Station if they become overwhelmed by the activities at the other stations (7.3).represent in their individual assignments. (7.1, 7.2)
    8. Options for sustaining effort and persistence:
    Students can develop, extend, and translate simple or complex patterns withBy writing down their goal for the materials available atindividual exercise, students are reminded of the Learning Stations andpurpose of their assignment. (8.1)
    Students collaborate with their peers
    in the Voicethread assignment (8.2).
    Students have opportunities to interact as a whole class, in pairs,
    classroom wall activity by helping them get into position and in small Learning Station groups, as well asseeing how they understand how sound allows us to work independently onnavigate our environments. Working with partners gives students an automatic agent for engagement with the Voicethread and the personal reflections during the course of the lesson. The sentence starter prompts at the conclusion of the lesson scaffold students as they share constructive feedback on one another’s patterns (8.3).activity. (8.3)
    9. Options for self-regulation:
    Students use the Learning Station Planning Form to set explicit personal goals. In addition,goals for their responses in the class develops a set of behavioral guidelines for work during Station Time (8.1).individual activity. (8.1)
    Students can make choices about visitinghave the Peace and Quiet Stationoption to re-do the individual activity if they needwant to respond using a reprieve from stimulation during Station Time (8.2).
    Students have opportunities to reflect after visiting each Learning Station, and at the Conclusion of the lesson (8.3).
    Suggested Resources:
    Rose, D. & Meyer, A. (2002), Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD. Available online . Center for Applied Special Technologies (CAST)
    different method (writing, drawing, speaking, acting, etc.). (8.3)

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  5. page VI. Rationale edited ... Provide Multiple Means for Action and Expression: 4. Options for physical actions: Students…
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    Provide Multiple Means for Action and Expression:
    4. Options for physical actions:
    Students can practice the patterns conceptThe classroom activity is primarily physical, with students experiencing echolocation by standing near a wall and express what they are learning throughoutmoving closer. In the lesson using verbal, kinesthetic, visual, text-based, and digital means during each stageplan I incorporate "UDL Tips," which provide options for students with physical disabilities to still participate in this exercise. Students who are unable to move closer to the wall, for example, have a partner that will move a piece of stiff paper or cardboard closer to his or her face. Students who cannot hear the lesson (4.1, 4.2).
    The lesson uses digital tools like virtual manipulatives , digital music makers , and Voicethread
    sounds they make have the option to complement hands-on tools like physical manipulatives and musical instruments (4.3).use a stick to "feel" their environment through a different modality. (4.1, 4.2)
    5. Options for expressive skills and fluency:
    The Learning StationStudents, during the individual activity, are given four options to express their understanding of the concept: writing, drawing, speaking, and Voicethread withinacting (5.1)
    At
    the Independent Practice componentbeginning of the lesson invite students to practice using different formsare given examples of expression to work with patterns (5.1).
    Sentence starter prompts guide students
    where echolocation occurs in expressingnature and human technologies. This scaffolds a later activity where they come up with their critical feedback; Voicethread example responses scaffold students' expressionown instances of pattern translations (5.3).where echolocation is useful (5.3)
    6. Options for executive functions:
    The Station Time Planning Form provides structure for student workindividual activity asks students to first plan what they are going to describe in their response and supports goal-settingkeep that plan in front of them throughout. This is a simple way to get students to set goals and guide their own strategies for carrying out their responses. (6.1, 6.2).
    The reflection time provided after visiting each learning station supports self-assessment
    6.2)
    I structured the second activity to be simple
    and progress-monitoring (6.3, 6.4).straightforward, focusing only on the instructional goal. Students are not weighed down by the cognitive tasks of describing all instances of echolocation, only the most salient features of its mechanism. (6.3)
    Provide Multiple Means for Engagement:
    7. Options for recruiting interest:
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  7. page V. Assessment edited ... You can do a formative assessment of the students' learning in the classroom activity by seein…
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    You can do a formative assessment of the students' learning in the classroom activity by seeing whether or not students are able to tell they are getting closer to the wall by using their voices. If they can do that, they have understood the simple mechanism of echolocation and reached the minimum instructional goal. Be careful to not fall into the trap of assessing students on activities that are construct irrelevant. Meaning, do not assess whether or not students are able to tie a blindfold or work nicely with their partner - these skills are not part of your instructional goals. Instead, concentrate on whether or not they are making the connection between producing sounds and locating where they are in their environment.
    Assessment of the Individual Activity
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    expression assignments:
    0 points
    (significant problems)
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  8. page III. Classroom Activity edited ... Organize student pairs (optional) Step 1: Explain Echolocation ... in the introduction se…
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    Organize student pairs (optional)
    Step 1: Explain Echolocation
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    in the introduction section ,Introduction, the animation
    UDL Tip: Students may gain access to this explanation in several different ways. Be sure to either allow students the freedom to choose between your explanation, the text in the introduction, or the animation, or to employ all of these methods in sequence so that every student has the opportunity to access the explanation in some way.
    Step 2: Address the Conceptual Challenge
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  9. page II. Instructional Goal edited ... What should my students understand about echolocation? The topic of echolocation can be very …
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    What should my students understand about echolocation?
    The topic of echolocation can be very complicated. For students in this young age group, there is no need to delve into the complexities of sound waves or to distinguish between high and low frequency sounds. The main idea to get across is that sounds bounce off of objects and that animals and humans can use 'sound bouncing' as a method for understanding their environment.
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    for Learning guidelines .guidelines.
    After completing this lesson, students should be able to describe, in some way, how sound can be used to explore an environment. They may also extend further into understanding how we can use our senses powerfully in ways that we're not used to, and that some students with learning differences have to do this all the time. This lesson is therefore not only universally designed, but in itself an exemplar of the underlying premise of Universal Design for Learning.
    NEXT: Continue on to the Classroom Activity to get started!
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