UDL BOOK (DUE DECEMBER 6)

Your UDL Book

Heres what you need in your UDL book: A good generative topic and 2-3 understanding goals to guide your book development. At least 6 pages, not including a title page and an image sources page at the end. An image on every page except the image sources page. Use of three coaches or agents on every page except the title page and the image sources page. A question on at least one page in the student response area that activates background knowledge. A question on at least one page in the student response area that encourages the reader to think forward to a different situation or context.

Your UDL Book Reflection

Heres what you need in your (about 1 page long) UDL book reflection document: A description of how the generative topic and the understanding goals guided the development of your book. Imagine and report how a teacher might use your book: how might the teacher introduce it? How might the teacher encourage her students to read it? A description of how you listened to what the teacher and the students said and made some changes accordingly. A description of what you contributed to your book-writing team, and a plan for how you might do things better in your group in the future.

UDL Book Resources

Example UDL Book: http://bit.ly/good-udl-book UDL Book Glog: http://bit.ly/good-udl-book-glog Rubric: http://bit.ly/udlbook-rubric

UDL Book
Unsatisfactory Clarity & Relevance Appropriate Use of Digital Tool Service to Audience It is difficult to figure out the purpose of the presentation. The media is not related to the intended message. Developing There are a few lapses in focus, but the purpose is fairly clear. The media (e.g. text, images and sound) are used inconsistently to support and strengthen the intended message. Increases audience understanding and knowledge of topic for grade level or content area students. Inconsistent use of UDL features to support individual students in accessing the materials at hand, such as providing models, asking guiding and reflective questions, and providing background information in multiple formats (words, images, etc.). Reflection may tie the UDL book to the generative topic and understanding goals but the teacher candidate may not clearly imagine and report how the use of the UDL book can be used to promote working towards the understanding goals within the generative topic. Reflection shows that the team made some changes and adaptations based on feedback from the teacher and students, but they may not be thoughtful or appropriate. Distinguished Establishes a purpose early on and maintains a clear focus throughout. The media (e.g. text, images and sound) are used expertly to support and strengthen the intended message. Significantly increases audience understanding and knowledge of topic for grade level or content area students. Expert and consistent use of UDL features to support individual students in accessing the materials at hand, such as providing models, asking guiding and reflective questions, and providing background information in multiple formats (words, images, etc.). Reflection ties the UDL book to the generative topic and understanding goals and the teacher candidate clearly imagines and reports how the use of the UDL book can be used to promote working towards the understanding goals within the generative topic. Reflection shows that the team made thoughtful and appropriate changes and adaptations based on feedback from the teacher and students. Score/Level

Does not increase audience understanding and knowledge of topic for grade level or content area students. No use of UDL features to support individual students in accessing the materials at hand, such as providing models, asking guiding and reflective questions, and providing background information in multiple formats (words, images, etc.). Reflection does not tie the UDL book to the generative topic and understanding goals and the teacher candidate does not imagine and report on the use of the UDL book.

Application of UDL Features

Reflection: Use Case

Reflection: Use of Student and Teacher Collaboration Reflection: Report on Contribution to Team

Reflection shows that the team disregarded feedback from the teacher and students.

Reflection shows that the individual made no contribution to the larger team effort and does not have plans for improvement.

Reflection shows that the individual made some contribution to the larger team effort but has plans for improvement.

Reflection shows that the individual made significant contributions to the larger team effort and has very clear plans for improvement.

WEBQUEST (DUE DECEMBER 13)

Your WebQuest
Heres what you need in your WebQuest: An Introduction Page that describes your generative topic and why it is important. A Task Page that describes your understanding goals and a brief description of what students will do as performances of understanding. A Process Page that outlines the steps students will do in order to accomplish the performances of understanding and the ongoing feedback the teacher will provide along the way. An Evaluation Page that outlines the 3-5 criteria by which the teacher will evaluate the students final product(s): you dont need to create a full rubric, just the first column of a rubric. A Conclusion Page that provides students with an opportunity to think about what they have accomplished and with 2-4 questions that help students think about how to bring the ideas theyve analyzed and synthesized to new situations and contexts. Your Process should lead up to a culminating or capstone project of some kind as the final performance of understanding. Your Process should help students work in groups and collaborate; remember that students or student groups should adopt and share different perspectives around an idea or concept. The Resources on your Process Page should include at least 3 different websites. You may include offline resources, such as books or primary documents, as long as you include a bibliographic citation that includes: author(s), title, and date of publication. Include tools in the Process to help students organize, share, and discuss their ideas (digital tools as scaffolding); see http://bit.ly/2201-tech (the tools weve used) for ideas.

Your WebQuest Reflection

Heres what you need in your (about 1 page long) WebQuest reflection: A description of how your generative topic and understanding goals guided the development of your WebQuest. Imagine and report how a teacher might use your WebQuest: how might the teacher introduce it? How might the teacher encourage his students to participate in it? IF YOU WORKED AS A PAIR: What you contributed to the pair and a specific plan for improving your contributions in the future.

WebQuest Resources
Example WebQuest: http://bit.ly/fin-ed WebQuest Glog: http://bit.ly/fin-ed-glog Rubric: http://bit.ly/webquest-rubric

WebQuest
Unsatisfactory Engaging Experiences Developing Understandings A question or problem is unclear. Developing A question or problem is described. Distinguished A compelling question or problem is described. Score/Level

Task is limited to rote memorization.

Task elicits thinking that goes beyond rote memorization.

The task requires synthesis of multiple sources of information, and/or taking a position, going beyond the data given and making a generalization or creative product. The process provides students with explicit and structured strategies and organizational tools (note taking, concept mapping, outlines) to access and gain the understandings needed to complete the task. Adults in the "real world" are likely to tackle the problem addressed by the project. The problem or question has meaning to the students. There is an external audience for the student work. Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.

Structure and Scaffolding

The process does not provide enough structured strategies and organizational tools to access and gain the understandings needed to complete the task.

The process provides some structured strategies and organizational tools to access and gain the understandings needed to complete the task.

Authentic Learning

The problem is not likely to be addressed by adults in the "real world".

Adults in the "real world" are likely to tackle the problem addressed by the project. The problem or question has meaning to the students. There is NOT an external audience for the student work.

Collaboration

Roles are not assigned.

Different roles are assigned to help students share responsibility in accomplishing the task but do not require students to take different perspectives. There are inconsistent connection between all the resources and the learning goals. Standards are not clearly connected learning goals, activities and resources.

Instructional Design

No connection between all the resources and the learning goals. Standards are not connected learning goals, activities and resources.

There is a clear and meaningful connection between all the resources and the learning goals. Standards are explicitly stated and connected learning goals, activities and resources.