Guidelines/Values

-Flexibility with meetings if mentally not there/won’t be productive

-Honesty about contribution and strengths
-Communicating when issues arise
-Agendas for meeting
-Minutes: add comments to agendas of what was discussed/accomplished/missed
-Check in every week or two on how it’s going
-Highlight new additions

Ideas:
UDL
Assistive technology

Meeting #1

● Brainstorming Lesson Plan— Starting with UDL in mind

● Relevant facts about learner (General list of students in the class) — Use resident
expert list
● “Share the News” Letter
● Teaching style— Duet and Parallel
○ Duet for intro.
○ Parallel for exercises, etc.
●

Meeting #2
● Reviewed relevant facts about learner
● Putting breaks on “Share the News” (Do we really need it? Don’t think so.)
● Worked on filling out template
○ Co-teaching strategies
○ Physical/Social Environment
○ Content and Learning goals
○ Process of Instruction
○ Products
● Thinking about what we will need to do before the lesson
● Finished general outline of lesson plan
● Next meeting:
 ○ Need to come with specific things from resources about UDL
■ Figure out how to incorporate into lesson plan
○ Come with joyful learning strategies
■ Pick what we want to use for activity

“Meeting” 3
Due to snow day, meeting turned into individual time on doc at home
-Sarah added content notes and sources about UDL
-Steffon revised notes
-Steffon added the previously discussed activity with directions and scenarios

Meeting 4:
Finalizing plan.
Will go over the slideshow, discuss any last second thoughts/plans.
Before meeting thoughts:
-Make sure Kate brings Fidgets + other materials
Actual Meeting Notes:
● Went over Powerpoint
● Discussed what needs to be done for tomorrow
● Went over plan:
○ Will alternate slides, one take Traditional, one take UDL on last
slide
○ Split into two groups, no longer swapping. Facilitate discussion of
what UDL may look like in concentration specific classrooms
● Finished scenarios
 Universal Design Lesson Planning Template for Co-Teachers

Lesson Topic & Name: ​Meeting students were they are at! Universal Design for Learning

Planning Phase

Relevant Facts About Learners:

Consider: Strengths, Interests, languages, cultures, Multiple Intelligences, Assistive Tech, etc.?

● Talkative
● Enjoy using fidget tools
● Work well in co-op groupings
● Majority are visual learners
● Variety of concentration/interests (Science, Math, English, Social Studies;
heavy English and SS)
● Sports and hobbies
● Art
● ELL students
● Field Experiences
● Mentoring programs
● Diverse Teaching Strategies
● Compassionate and understanding

Content and Learning Goal (What will students learn?)

Consider: What multisensory materials will we need to facilitate access?

● Powerpoint Presentation
● Two groups with boards and Visuals
○ UDL and how it applies to our concentrations
● An activity which caters to Kin. learners ( “Board tag” or Joyful Learning Strat.)

Process of Instruction (How will students engage in learning?)

Instructional Formats:
Consider: Activity-based? Experiential? Self-directed? Computer based? Stations? Group
investigation?

Computer Based with additional information

(Auditory facts with visual)

Group investigations
Ideas for how we can practice UDL in our concentrations

Instructional Arrangements:
Consider: Cooperative group structures? Partners? Independent? Whole group? Small
groups?

We will start with a full group discussion with visual aids (PP). Then students will be separated
into two groups for group investigation. This means small groups will discuss various ways to
UDL for their concentrations. We will rejoin as a group for an activity, and debrief.

Instructional Strategies:
Social & Physical Environment:
Consider: Room arrangement? Space outside of class? Social norms? Positive behavior
supports?

Have desks in two groups around tables. Make fidgets available. Students will be split up for
groups by counting numbers.

Co-Teaching Approaches To Use:

Duet (Introduction)
Parallel (Examples)
Duet (Activity)

Products (How will students show success?)

Consider: What are the multiple ways students can demonstrate learning?

Students will practice active learning skills when encouraged to take notes or share
experiences with UDL. When in groups, students will brainstorm together and find ways to
incorporate UDL in our different concentrations. Through the activity, students will be able to
take what they have learned in discussion and the PP to reflect on how they will use this in the
professional world.

Implementation Phase

What specific tasks will each co-teacher do before and during the lesson?

Before:
● Gather materials and resources
○ Quotes and facts from textbooks and outside resources
● Creating PowerPoint presentations with reference page
● Coming with concentration ideas (Make a table of examples)
● Decide on activity (place emphasis on concentration we have not discussed)
● Rearrange tables and format classroom for lesson
● Make sure Kate brings fidget tools
● Bring large Post-it paper (lined)
● Bring markers
● Bring computer with Dongle
● We will run through the powerpoint to make sure it is time-appropriate
● Set up powerpoint ahead of time to avoid technical difficulty

During:
● Steffon will operate powerpoint
● We will share responsibility of reading the powerpoint
● Sarah will separate the groups
○ Pick a location and start
● We will set an alarm for each phase to keep ahead of time
● Steffon will explain the activity
● We will both share the debrief
○ What have people learned?
○ What worked?
○ What didn’t?
○ Benefits of UDL rather than scaffolding?
● Answer questions when appropriate
Content Notes:
What is Universal Design?
-The concept of universal design became apparent in the 1990s after the Americans
With Disabilities Act (ADA) was passed and buildings were retrofitted to increase
physical accessibility. Architects suggested that instead of retrofitting the
schools/buildings/public areas afterward, that these spaces were designed with all users
in mind.
Source:
http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-st
udents

UDL is defined as “the application of universal design concepts to education so that

curriculum can be assessed without the need for specialized modifications and
adaptations for particular students because the necessary adaptations in content,
product, and process...are built into the lesson in advance”. (Thousand, et. al.)

​ ow does this apply to learning?

H
Universal design learning has a goal of offering a variety of ways for your students to
learn in order to remove any potential barriers. Universal design learning allows
teachers to educate a diverse group of students in one classroom, a necessity with the
growth of inclusive classroom and the decline of segregated classrooms for students
with disabilities. UDL itself is a framework of how to develop lesson plans based on
three main principles: representation, action and expression, and engagement.

By meeting students at the current level and thinking with our learners in mind,
educators become more aware of their classroom environment. This produces more
proactive student involvement and cohesion.

Source:
https://www.understood.org/en/learning-attention-issues/treatments-approaches/edu
cational-strategies/universal-design-for-learning-what-it-is-and-how-it-works

Cool chart comparing traditional classroom and UDL classroom:

https://www.understood.org/en/learning-attention-issues/treatments-approaches/edu
cational-strategies/the-difference-between-universal-design-for-learning-udl-and-tradit
ional-education
Highlights:
Traditional:
 ● Teaching focuses on what is taught
● Accommodations are for specific students
● The teacher decides how the material is taught
● The classroom has a fixed setup
● There’s one way for a student to complete an assignment
● Grades are used to measure performance

UDL:
● Teaching focuses on both what is taught and how
● Uses various intelligences to provide instruction
● Accommodations are for all students
● The teacher works with the student to decide how the student will learn the
material
○ Setting individual learning goals
○ Allowing the student to decide and manage their ​own ​goals
● The classroom has a flexible setup
○ Educators are able to move around the room.
○ Student are not in a lecture style. They are in stations or groups.
● There are multiple ways to complete an assignment
● Grades are used to reinforce goals
○ Students have the opportunity to receive feedback

Other potentially interesting information:

https://edtechmagazine.com/k12/article/2017/10/4-steps-implement-universal-design
-learning-classroom

Activity: Board Tag

Students will separate into two different lines facing the whiteboard. On the whiteboard,
the words “Universal design for Learning” and “Traditional” are written. Each team will
have to listen to the scenario or pieces of information given during the presentation and
assign it to the correct teaching style. The students facing the whiteboard will need to
slap the right answer. The student who slaps the fastest, and is correct, will receive a
point for their team. When a situation is from a “traditional” classroom, the
student/team will need to explain how this scenario could be changed to fit in a UDL
classroom. This continues until all of the scenarios and facts have been answered.
The objective of this activity is to provide a formative assessment for understanding
UDL and the impact it can have in the classroom.

Scenario Examples.

1. Jamie and Mr. Johnson, a 5th grade english teacher, are taking time during
writer’s workshop to discuss her writing goals
2. Ms. D gave Jim his corrected math test, and didn’t discuss his errors.
3. Mr. Stevens decides to meet with a special educator to plan his Culinary unit a
month in advance
4. Mrs. James provides a tic-tac-toe board of options for a final assessment on the
trigonometry unit.
5. Mr. Lin provides students a 25 question multiple choice test to demonstrate their
knowledge on basic Spanish vocabulary.
6. Ms. Keller starts each year helping students create individualized lesson plans.
7. Mr. Hainey tells his students to utilize internet resources to find methods for
solving quadratic equations when they are having trouble understanding.
8. Fred has a visual impairment and has trouble reading the print in his assigned
text. His teacher didn’t think about providing a large print copy.
9. Miguel, a student with mild learning disabilities, is pulled out of the honors class
because he works at a slower pace.
10. Ms. Libby records voiceovers for her powerpoints, and makes sure students have
access to the powerpoints and voiceovers via Google Classroom.