Module Three Discussion

During the case study this week, I began by choosing the option of helping Mikes

teacher to implement Universal Design for Learning (UDL) in her classroom. To achieve the

goal of implementing UDL in Mrs. Fishers classroom, I chose the option to review UDL

guidelines and implementation procedures, which was not the correct response; as this subtracted

professional development (PD) points. I chose to help by explaining learner variability and

supporting the students in the classroom; this option added PD points and provided Mrs. Fisher

with more options for her classroom. I then selected to work with Mrs. Fisher on learner

variability and how it impacts students in the classroom. Once Mrs. Fisher and I planned the

unit, I chose to let her implement the unit, which allowed me to gain additional PD points.

Despite the improved engagement and participation from Mike and his classmates, Mike is still

struggling with concepts and vocabulary from the unit; to address this I recommended that Mike

use a graphic organizer, which gained additional PD points for the activity. I then began

working with Mike on scaffolding instruction and reinforcing the use of the graphic organizer,

which allowed me to gain additional PD points; this allowed Mike to be more organized and to

begin comprehending the information that is being presented in class.

The biggest challenge that I found within this scenario was trying to find ways to help

Mrs. Fisher implement UDL in her classroom, as the choices provided could be options for any

teacher that is just beginning to learn about or implement UDL in their classroom. To overcome

this challenge, I went through this first scenario three different times and found that the option

about construct and learner variability was the best support for Mrs. Fisher. Even though I

believe that Mrs. Fisher could benefit from learning more about UDL principles and practices, I

understand why discussing construct and learner variability is the best choice in this situation. I
enjoyed walking through the various scenarios and situations, and how the program walks

through an entire choice selection whether the choice is correct or incorrect. The scenarios also

provided an opportunity to learn more about Mike and how he is motivated in the classroom; as

he was participating in the lesson and asking questions. The scenarios about learner variability

help to highlight the big ideas in the readings in that each student learns in a different way and

that using UDL helps to support the various learning styles and needs of all students in the

classroom. Perhaps one of the biggest differences between this scenario and the one from last

week was the fact that I implemented more strategies for Mike; which helped me to see that

additional resources could be necessary to support Mike and his learning.