TED6226

=**[|I <3 Khanacademy]**= = = =**Universal Design Chart**=

Deriving UDL Solutions Model Template
Grade:  8th-Block 3 Teacher : Pinkleton Subject : Science Standard : 7.01 Compare and contrast microbes--Bacteria Goal : Students will use a variety of methods to gain and share knowledge of the major types of bacteria, their similarities and differences, and whether or not they pose a health risk to humans

Missed Opportunities  ||  UDL Solutions   ||
 *  Materials & Methods  ||  Potential Barriers/
 * Lecture/whole class presentation on bacteria || Savannah— <span style="font-family: Times New Roman,serif;">easily bored, very art/music-oriented

<span style="font-family: Times New Roman,serif;">Triston, Kashus, Ja'Kel <span style="font-family: Times New Roman,serif;">—have a hard time attending and note-taking even when presentation engages most students

<span style="font-family: Times New Roman,serif;">Julio, Krystal, Willy, Richardo, Salvador <span style="font-family: Times New Roman,serif;">—ELLs at varying levels of proficiency || ** <span style="font-family: Times New Roman,serif;">Include lots of visual imagery <span style="font-family: Times New Roman,serif;"> in presentation, Prezi instead of PP, embed lots of images/video <span style="font-family: Times New Roman,serif;">Jaylon, Kashus, Ja'Kel, Denzel, Curtis, Jerry, Aliyah, Kyra <span style="font-family: Times New Roman,serif;">—tend to get off task easily, especially when working together. Kashus and Ja'Kel are interested in sports, Kashus was on wrestling team. ||
 * <span style="font-family: Times New Roman,serif;">Give out teacher prepared notes/ graphic organizers <span style="font-family: Times New Roman,serif;"> to all students prior to presentation. Let Kashus help teacher with presentation, seat Triston and Ja'Kel near board.
 * <span style="font-family: Times New Roman,serif;">Pay special attention to challenging/new vocabulary <span style="font-family: Times New Roman,serif;">, use lots of visual aids, seat Krystal with Salvador, provide translation of terms if needed. READ as we step through presentation ||
 * <span style="font-family: Times New Roman,serif;">Bacteria webquest done in pairs || <span style="font-family: Times New Roman,serif;">Sedrick, Lakisha, Jason and Ashlei <span style="font-family: Times New Roman,serif;">—bright hardworking students but don't like to work with others who are less serious. Sedrick and Lakisha hardly ever speak to other students, Ashlei is outgoing and inquisitive but respects others' space. Sedrick and Jason have strong verbal skills.
 * <span style="font-family: Times New Roman,serif;">Pair Ashlei and Sedrick, Jason and Lakisha <span style="font-family: Times New Roman,serif;">for webquest activity


 * <span style="font-family: Times New Roman,serif;">Pair each of these kids with more focused students <span style="font-family: Times New Roman,serif;">, lots of monitoring by teacher, provide links to engaging, interactive websites that have a real-world component (i.e. Martial artists and wrestlers who have battled Staph infections). ||
 * <span style="font-family: Times New Roman,serif;">Create brochure with text and illustrations—done in pairs || <span style="font-family: Times New Roman,serif;">Ja'Kel, Kurtis, Kyler <span style="font-family: Times New Roman,serif;">—all will say “I can't draw”. Not sure if this is actual inability or learning preference.

<span style="font-family: Times New Roman,serif;">Willy, Salvador, Savannah, Julio, Ashlei <span style="font-family: Times New Roman,serif;">—very strong drawing/design skills.

<span style="font-family: Times New Roman,serif;">Wakayla, Ashley W., Justice, Yasmine, Lemar, Jason-- <span style="font-family: Times New Roman,serif;">strong verbal skills. <span style="font-family: Times New Roman,serif;">Triston <span style="font-family: Times New Roman,serif;">—difficulty getting ideas across in writing. ||
 * <span style="font-family: Times New Roman,serif;">Allow these students to find and download images from internet and print them out to use for brochure, or have them work with another student who is more artistically inclined.
 * <span style="font-family: Times New Roman,serif;">Pair each of these students with students with strong verbal skills and be sure to have plenty of markers and other materials.


 * <span style="font-family: Times New Roman,serif;">Spellcheck, peer editing, pair Triston with Jason (they get along well) ||
 * <span style="font-family: Times New Roman,serif;">Group presentation: can be song, poem, skit, play, prezi or Voicethread || <span style="font-family: Times New Roman,serif;">Denzel, Kyra, Aliyah, Savannah, Ja'Kel, Curtis <span style="font-family: Times New Roman,serif;">: All enjoy performing and/or hamming it up.

<span style="font-family: Times New Roman,serif;">Sedrick, Kurtis, Amber, Richardo, Krystal, Lakisha: <span style="font-family: Times New Roman,serif;"> quiet students who don't like to speak in front of class. ||
 * <span style="font-family: Times New Roman,serif;">Teacher supervision to keep these students on task <span style="font-family: Times New Roman,serif;">—clear guidelines/rubric so that they will include accurate facts, actually do research and stay on topic in presentations.


 * <span style="font-family: Times New Roman,serif;">Allow students to use Voicethread <span style="font-family: Times New Roman,serif;"> to record presentations if they prefer, or have them contribute to composition or set design rather than present if grouped with more “hammy” students. ||
 * <span style="font-family: Times New Roman,serif;">Independent writing project on a disease caused by a bacterium done on internet and in library || <span style="font-family: Times New Roman,serif;">Justice, Ashley, Jason <span style="font-family: Times New Roman,serif;">—Excellent verbal and science skills, gifted? Will often finish assignments before other students. Justice is very interested in science, wants to be a vet.

<span style="font-family: Times New Roman,serif;">Kyra, Aliyah, Ja'Kel <span style="font-family: Times New Roman,serif;">—Distractible, difficulty staying on task <span style="font-family: Times New Roman,serif;">Kurtis, Aliyah <span style="font-family: Times New Roman,serif;">—difficulty with decoding/ comprehension.

<span style="font-family: Times New Roman,serif;">Triston— <span style="font-family: Times New Roman,serif;"> difficulty getting ideas across in writing

<span style="font-family: Times New Roman,serif;">**Julio, Krystal, Willy, Richardo, Salvador** <span style="font-family: Times New Roman,serif;">—ELLs at varying levels of proficiency. Salvador and Willy are proficient in conversation but when writing on a highly technical topic may need support. Julio, Krystal and Richardo will need help with writing. || <span style="font-family: Times New Roman,serif;">(Also helpful for ELLs). **Salend.** //**Differentiating Instruction for Diverse Learners,**// **p. 274, on student learning styles:**
 * <span style="font-family: Times New Roman,serif;">**Encourage Justice to do in-depth project** <span style="font-family: Times New Roman,serif;">on a bacterial illness that infects dogs, cats or horses. Have plenty of anchoring activities and reading materials on hand in areas of interest. Ask these students to assist others who have difficulty writing.
 * <span style="font-family: Times New Roman,serif;">**Try to find topics that these students personally connect with or find interesting** <span style="font-family: Times New Roman,serif;">, lots of conferencing with/support from teacher.
 * <span style="font-family: Times New Roman,serif;">**Find books/websites at varying levels of readiness**
 * <span style="font-family: Times New Roman,serif;">**Check in frequently. Have him speak ideas aloud** <span style="font-family: Times New Roman,serif;"> to teacher first to get down outline (he can usually easily express his ideas verbally) of what he wants to say. Use spellcheck, ask Justice to peer-edit (she will finish early).
 * <span style="font-family: Times New Roman,serif;">**Be sure to find some Spanish-language material** <span style="font-family: Times New Roman,serif;">on topic. If ESL teacher is available during this block or enrichment see if she is willing to help. ||
 * “ note the situations and conditions that appear to influence individual students and adjust learning and assessment activities to accommodate students' learning styles.”
 * “ when planning the length and nature of learning activities...think about the various learning style needs of students such as attention span...and grouping considerations such as learning alone or in groups and with or without adults present.”

**p. 278, on individualized adaptations:**
 * “ Individualized adaptations are modifications in the way materials are presented or the ways students respond. Individualized adaptations include using adapted materials, adapted equipment and technology; using peer and adult assistance.”
 * “ Some individualized adaptations include...designing alternative projects to allow students to demonstrate mastery.”

**Hill, J. and Flynn, K.** //**Classroom Instruction that Works with English Language Learners,**// **p. 38-43, on nonlinguistic representations:**
 * “ Graphic organizers help them (ELL students) understand knowledge and store it in another way”.
 * “ Students at early stages of language acquisition...will have difficulty demonstrating conceptual knowledge through writing...it is important to allow your ELLs to demonstrate their understanding through nonlinguistic representations.”

**Rose, D. & Meyer, A. (2002)** //**Teaching Every Student in the Digital Age: Universal Design for Learning,**// **p. 3, 10:**
 * “ UDL looks not to the student but to the __curriculum__ itself. The underlying assumption is that by using __flexible__ __media__, we can // embed options within the //__//curriculum//__ so that it can be adjusted to meet the needs and preferences of each learner”
 * “ ....no two students show the same patterns of strength, weakness, and preference within these domains, minimizing barriers requires highly flexible teaching strategies and __materials.”__