Assessment 3

Lyndal Howison – 15895338

Contents
Part 1: Student Evaluation and Justification of UDL Approaches ........................................................... 1
Part 2: Three Lesson Plans Reflecting UDL.............................................................................................. 4
Part 3: Critical Reflection on Lesson plans .............................................................................................. 8
Part 4: Stakeholder Report For School Colleagues and Fellow Teachers ............................................ 10
Appendix – Selected Resources used in lessons ................................................................................... 12
References ............................................................................................................................................ 14

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Part 1: Student Evaluation and Justification of UDL Approaches
(835 words including intext citations)

Sky is a student facing challenges. She exhibiting some elements of a behaviour disorder
(Johnson-Harris & Mundschenk, 2014) and is having problems with academic achievement
and interpersonal relations. Her experience of schooling is falling well short of the goal of
Universal Design for Learning (UDL), to “create a love of learning and the ability to learn”
(Gordon, Meyer & Rose, 2014, p. 8). The UDL framework is applied to three geography
lessons in this report, to “embrace and enhance the natural variability of learners” such as
Sky (Glass, Meyer & Rose, 2013, p. 98).

UDL arose from the fields of architectural design and neuroscience (Gordon, Meyer & Rose,
2014), and is based on a number of key principles that are particularly pertinent to Sky’s
situation, including the necessity of emotional engagement in learning and the need for a
combination of curriculum, pedagogy and assessment that is responsive to the diversity
inherent in any cohort of students (Gordon et al., 2014). UDL delivers benefit to all students,
not just those with identified disabilities or disorders (Lieberman, 2017; Courey et al., 2012)
but also gifted and talented students (Dalton et al., 2019), those whose disability has not
been recognised (Courey et al, 2012) and at-risk students, such as Sky.

Although it has been argued that technology and UDL are “not inextricably intertwined”
(Courey et al., 2012, p. 11) and that “sound pedagogy” is the true foundation, purposeful
integration of technology is a common feature of UDL (Hashey & Stahl, 2014; Wilson et al.,
2011) and features in these lessons. Digital technologies create rich opportunities for UDL in
geography, with spatial technologies and digital mapping facilitating exploration of real
world scenarios, which is a core element of quality geography teaching (Kidman, 2012).

Sky’s identified challenges include: reduced capacity for self-regulation (ripping up

schoolwork, conflict with teachers and peers)(Silk, Steinberg & Sheffield Morris, 2003);
limited executive functioning (difficulties with instructions and inconsistent completion of
schoolwork) (Romer et al., 2011; Blakemore & Choudhury, 2006); limited social support and
connectedness (physical aggression and isolation)(De Nobile et al., 2017); and indicators of
disrupted home life, lack of parental support and indicators of low family income (tiredness,
inappropriate uniform and equipment, parental isolation from school) (Comber, 2016; Fan &
Chen, 2001).

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Taken together, Sky’s behaviours may indicate a behaviour disorder, however responsibility
for any diagnosis lies with psychology professionals, and it is hoped that she is receiving this
type of support given her history of school exclusion. Her school work, when completed, is
“just below” class level, which diminishes the likelihood of a learning disability. Sky’s limited
capacity to follow instructions and her propensity to tear up her work indicate the need for
more self-regulation and improved executive functions, and deficits in these are commonly
associated with classroom misbehaviour (Romer et al., 2011). The UDL Guidelines address
these skills specifically, through the pillars of ‘engagement’ and ‘action and expression’
(CAST, 2018).

Sky’s inability to regulate her emotions is not just affecting her social connectedness, it may
indicate increased risk, or be symptomatic of, mental health disorder (Silk et al., 2003). It is
likely to be having an adverse effect on her learning; UDL principles suggest “engagement
with learning is gained through social processes” (Gordon, Meyer & Rose, 2014, p. 12) and
the ‘affective’ domain, relating to engagement, is “all-important” (p. 90). Sky is in need of
support that enables her to achieve “interest, purpose, motivation, and, most importantly,
strong self-regulation” to achieve learning expertise (p. 90) and as a protective factor for
mental health (Silk et al., 2003).

Research suggests Sky’s family situation is likely to be inhibiting her capacity to learn,
including: her parents’ lack of engagement with her schooling (Barnard, 2004; Fan & Chen,
2001); her disrupted homelife (Jensen, 2013; Legault, 2006); and possible neglect or family
poverty (Kieran & Anderson, 2019; Jensen, 2013). Further, these types of socioeconomic
and cultural challenges may be fostering unconscious, but relatively common, biases on the
part of Sky’s teachers, which can be a “threat to (their) learning” (Kieran & Anderson, 2019,
p. 1203). UDL may be helpful; as a universal framework it may offer a protective effect.

Sky’s behaviours have resulted in regular school exclusion, which has been found to have a
negative effect on academic performance and lead to social alienation (Crosby, 2018;
Beauchamp, 2012). Research indicates that students with behaviour disorders and those
from a low socioeconomic background are over-represented in students being excluded
from school, and that this disciplinary strategy rarely achieves an improvement in school
behaviours (Beauchamp, 2012). UDL lessons can be expected to improve Sky’s behaviours

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(Gordon, Meyer & Rose, 2014) and diminish the need for the school to rely on this form of
discipline, which is likely to be exacerbating Sky’s challenges.

Teachers will need to collaborative across faculties, and employ formative assessment to
ensure these lessons and others are meeting Sky’s needs; the level of disruptive behaviours
will form a key indicator of her engagement and the success of this program (De Nobile et
al., 2017).

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Part 2: Three Lesson Plans Reflecting UDL
ASSIGNMENT 3: LESSON PLAN: Differentiating Learning Using the UDL principles: Unit of work/ topic: Land Management (Year 8 Geography)

Regular Outcomes/ Lesson goals: Students will: Explain the purpose of land management; Identify different types of land degradation; Identify how land management practices have
changed over time; Identify different causes of land degradation; Propose solutions to environmental challenges, using a local, contemporary case study
Life Skills Outcomes for individual: .

Strengths, Multiple means of REPRESENTATION Multiple means of EXPRESSION Multiple means of ENGAGEMENT
Interests, (various ways of acquiring information and (alternative ways of demonstrating what (tap into interests, provide challenges, increase
Needs: knowledge) students know) motivation)
SKY
LESSON 1: • Social learning to encourage connectedness • Range of activity formats to maintain • All lessons clearly outline learning goals
• Range of information delivery modes interest and attention • Students self-select difficulty level of
(Please see including visual: aerial photos of case study • Creative expression in ‘Emu Passport’ worksheet
lesson details site and verbal instruction workbook • Topics linked to background knowledge
on following • Structured and supported social learning • Visual acuity and background knowledge in including sustainability
pages, with mode for worksheet activity class discussion of aerial photos activity • Participation at multiple points e.g. year of
UDL features • Collaborative learning in worksheet activity • Research and numeracy skills applied in the aerial photo
highlighted) and class discussion about aerial photos worksheet activity • Emu activity links the three lessons,
employing fun activities and independent
research
LESSON 2: • Range of information delivery modes • Expression includes dancing and creative • Real world application of land management
including video case study writing in Emu TikTok in video
• Scaffolded worksheet and class discussion • Opportunity for verbal contributions and • Students encouraged to share social media
supports learning in zone of proximal critical thinking in worksheet activity and knowledge and expression and perform a
development land management case study discussion dance
• Structured social learning for worksheet • Students draw on knowledge from Science, • Students draw on self-regulation to work
activity Maths and prior Geography for worksheet independently on challenging task
and the homework on conservation of Emus (worksheet)
LESSON 3: • Use of a range of real-world resources • Students have opportunity to autonomously • Students grouped with learners of similar
including digital, to deliver information select their mode of participation in Media capacity for supportive and challenging
about case study Review: can be verbal, visual or written collaborative activity
• Teacher’s mind map of class discussion • Expression includes drawing and creative • Discussion about the credibility of the media
contributions combines visual with written writing in Emu-stagram sources is an opportunity for critical
to record learning thinking, and acknowledges different views
and bias

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Topic area: Land Management and
Protection
Syllabus Outcomes
- describes processes and
influences that form and
transform places and
environments GE4-2
- discusses management of
places and environments for
their sustainability GE4-5
Cross Curriculum themes & General capabilities
- Sustainability
- Civics and citizenship
- Numeracy
- Science
Lesson 1
Stage of Learner: Year 8 Syllabus Pages: 63/64
Assessment Students learn about Students learn to
Formative - Definition and different - Explain the purpose of
assessment: forms of land management land management
review of and degradation - Identify different types of
worksheets and - Australian land uses and land degradation
verbal challenges - Identify how land
contributions to - Example of changes in land management practices
class Think-Pair- management over time have changed over time
Share activity
Explicit subject specific concepts and skills
- Interpret aerial photography use over time
- Classify different land types

Teaching and learning actions Lesson Organisation

Land Management, Land Degradation and case study: Wianamatta
Regional Park
Introduction (5 minutes) Teacher: Provides verbal explanation of
Lesson Outline: Group of three lessons on Land Management and concepts supported by content
Degradation, illustrated by local case study: Wianamatta Regional Park onscreen
Learning Objectives: At the end of this lesson students should be able Student: Active listening
to describe the purpose of land management, explain where and how Resources: Powerpoint slides and
land degradation happens around the world and in Australia - and meet verbal explanation
an emu!
Emu Passport Activity (10 minutes) Teacher: Explain task and move around
Wianamatta Regional Park has some interesting residents: wild emus. the class supporting students to activity
Class will learn how they got there and try to work what should happen Students: Critical thinking, inquiry
to them. Students are introduced to their Emu Passport - a unit about the case study.
workbook containing a range of activities including research using ICT, (LAC links to Biology and Social Science)
creative writing, performance and drawing. Resources: Emu passport workbook
Geography Skills Worksheet: Soil Degradation (20 Minutes) Teacher: Explain task and move around
Students will work in pairs to complete the Soil Degradation worksheet. the class supporting students to
Teacher will move around the room monitoring progress and assisting complete the worksheet
those who need it. Worksheet questions get progressively harder. Class Student: Engaging in paired group work
grouped into mixed ability pairs to complete worksheet, then works to complete tasks e.g. applied
through activities together. Students can volunteer to provide answers Geography map skills and numeracy
to the class, those who were unable to answer independently can learn skills
from peers and record answers for independent revision. Resources: Powerpoint slide 6, Soil
Degradation Worksheet
Visual Interactive: Aerial Pictures of Wianamatta (15 minutes) Teacher: Introduce case study through
Teacher will take students through an image tour of photos of visual representations of site over time
Wianamatta including aerial photos over the years. Informal class Student: Anticipating and interpreting
discussion where students invited to guess the year the images were visual stimuli (background knowledge)
taken and observe main differences in images (e.g. quantity of tree Resources: Powerpoint slides
cover, style of housing, agricultural and other uses)
Recapping Key Concepts and Closing Remarks Teacher: Laying foundation for next
Revisit topics of Land Management Degradation. Teacher to explicitly class.
create conceptual links to Sustainability, Food Security and Climate Student: Listening, thinking about
Change, verbally and using visual resources. Students invited to research process for future units.
participate through purposeful questioning such as “What’s a type of Resources: Powerpoint slides, Emu
Land Use that could have a negative effect on Food Security?” passport (homework activity)

5

Topic area: Land Management and
Protection
Syllabus Outcomes
- describes processes and
influences that form and
transform places and
environments GE4-2
- discusses management of
places and environments for
their sustainability GE4-5
Lesson 2
Stage of Learner: Year 8 Syllabus Pages: 63/64
Assessment Students learn about Students learn to
Lesson assessment: - Responsibility for land - Identify different causes
Formative assessment management of land degradation
achieved through - Causes of land - Propose solutions to
evaluation of student degradation and environmental
worksheets and class associated human challenges
discussion activities
- Chart types

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Numeracy, Science - Analyse visual representations of Geographical
- Sustainability phenomena
- Work and Enterprise - Communicate geographical information

Teaching and learning actions Lesson Organisation

Land Degradation Causes and Applications on a Farm
Introduction (5 minutes) Teacher: Verbal explanation and
Lesson Outline: Making the link between Land Management and Land content onscreen
Degradation, getting to know Wianamatta Regional Park. Student: Active Listening
Learning Objectives: At the end of this lesson students should be able Resources: Powerpoint slides
to describe the causes of Land Degradation and how it affects different
landscapes in Australia (and emus!)
Direct Instruction & Discussion: Causes of Land Degradation (10 mins) Teacher: Verbal explanation and
Teacher uses ICT to share multimedia examples of land degradation, content onscreen
including examples local to the school, high profile Australian examples Student: Working in pairs for T-P-S and
and international examples. class discussion about causes of Land
Class discussion draws on prior knowledge of human influence on the Degradation. LAC for Science,
environment. Ethical question – Is the deterioration of the Great Barrier Numeracy.
Reef an example of land degradation? Resources: Powerpoint slides
Geography Skills Worksheet: Land Management & Sustainability (20 Teacher: Explain task and move around
mins) the class supporting students to
Worksheet is scaffolded with two worked examples where land complete the worksheet
management has gone wrong. Uses ‘more of, less of, same amount’ Student: Worksheet completed in pairs
framework. Students work in pairs and are invited to share their and then as a class
answers with the class at close of activity to ensure all students have a Resources: Land Management and
completed worksheet. Sustainability worksheet
Video: Land Management Case Study (10 minutes) Teacher: Play video and lead in short
Short video of real-world land managers at work, followed by discussion discussion
of content. Video (by NSW Government Local Land Services division) Student: Listening and contributing
discusses balancing different needs – manager and environmental Resources: Youtube video:
consultant provide accessible commentary on their challenges at a 1000 https://youtu.be/BE1KGGczfZk?t=86
hectare property in regional NSW (Roughly one minute - play from 1:25 –
2:30 )
Class Vote and Participation: Emu Tiktok Dance (15 minutes) Teacher: Lead class activity – likely to
Students are nominated by teacher to share their Emu TikTok be fairly kinetic, a little chaotic.
homework with the class. Teacher to start as icebreaker! Students Student: Engaging with creative arts as
demonstrate their dance on volunteer basis… Class vote well as contemporary social media and
Designed to appeal to creative and kinetic learners. Classroom will be a musical knowledge
little chaotic but activity should function as a relationship-builder. Resources: Emu Passport

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 Lesson 3
Topic area: Land Management and Stage of Learner: Year 8 Syllabus Pages: 63/64
Protection
Syllabus Outcomes Assessment Students learn about Students learn to
- describes processes and Lesson assessment: - Challenges in land - Critically evaluate
influences that form and Formative assessment management media
transform places and achieved through - Communication of Land - Communicate
environments GE4-2 assessment of responses Management Challenges evaluation to
- discusses management of to Media Review and - Evaluating media sources classmates
places and environments for Traffic Light Exit Slip
their sustainability GE4-5
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Literacy - Critical review of Geographical communication
- Ethical understanding
- Sustainability

Teaching and learning actions Lesson Organisation

Exploring the Wianamatta Case Study and Critical Review of Media
Introduction (5 minutes) Teacher: Explanation of content
Lesson Outline: Teacher to introduce part three of the exploration of onscreen, use of ‘real-world’ material
Land Management. This lesson investigates the controversy about the from National Parks and Wildlife
Wianamatta emus and asks questions about media reporting of this issue Service, community advocacy website
Learning Objectives: At the end of this lesson students should be able to and local media
describe a local example of land management challenges and evaluate Student: Active listening
the media coverage. Resources: Powerpoint slides
Direct Instruction: Wianamatta Regional Park (5 minutes) Teacher: E Verbal explanation and
Teacher will take students through a verbal and visual explanation of content onscreen
how National Parks and Wildlife Service is managing Wianamatta Student: Active listening
Regional Park Resources: Powerpoint slides
Media Review: Wianamatta’s controversial emus (15 minutes) Teacher: Explain task and move
Teacher creates four different groups based on literacy skills. Each group around the class supporting students
allocated a piece of media, which vary by complexity and credibility. to complete the task
Student groups interpret and analyse the media item then answer 3 Student: Groups complete the task
questions: 3 things we know from this article, 3 things the article is not Resources: Media articles and
saying, 3 more questions we have about this issue. Student answers can community advocacy website
be recorded in text or in a mind map according to student preference.
Group Reports: Results of Media Review and Discussion (20 minutes) Teacher: Lead discussion and record
Groups provide a 2-minute verbal presentation to the class on their mind map contributions, coordinate
findings from their media review, followed by a short class discussion group presentations.
about their findings. Teacher to record a collective mind map, checking Student: Contribute to group
for comprehension. After each presentation the participates in a quick presentation and discussion. Evaluate
show-of-hands survey for the credibility rating of each media source the credibility of media sources.
All group members to make a contribution to the presentation but Resources: Media articles
students can choose whether this is visual (slide/diagram) or verbal.
Emu Passport (10 minutes) Teacher: Explain task and move
The final fun activity from the Emu Passport involves a creative writing around the class supporting students
task to design an Instagram post. Students asked to do an Emu version of to complete the task
“pimp my crib”, which is a design of a desirable home (or rather Student: Independently, complete the
ecosystem and set of land management outcomes) for emus. Students task and participate if desired
can volunteer to share their Emu-stagram post onscreen with the class. Resources: Emu Passport

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Part 3: Critical Reflection on Lesson plans
(467 words including intext citations)

This set of lessons with UDL principles features a range of “built-in academic and behavioral
supports” (Johnson-Harris & Mundschenk, 2014, p. 169) that will enhance Sky’s opportunity
to meet her learning goals. Teachers delivering these lessons will need to retain high levels
of awareness of Sky’s emotional wellbeing, limited self-regulation and disengagement.

The UDL principle of multiple means of engagement, includes “motivation, building on the
interests of the students” (Nisbet, 2019), and is vital for Sky, who has multiple indicators of
lack of academic motivation (Legualt, 2006). Employing Sky’s particular interest in creative
expression, including drawing, creative writing and even dance, are potential solutions here.

These lessons address Sky’s need for social learning through instances of groupwork in
varied formats. This may also support Sky’s engagement via “collaboration and community”
(CAST, 2018). Future lessons could offer opportunities for Sky and other students to learn
from, and cooperate with, a diverse range of learners “on a less formal level” (Foreman &
Arthur-Kelly, 2014, p. 265).

The UDL principle of multiple means of representation enables students to “choose the
methods by which they take in information” (Nisbet, 2019), and these lessons support Sky,
who is often tired and disengaged, by varying information delivery and providing
reinforcement across multiple formats.

The lessons combine direct instruction with student-led inquiry and class discussion, giving
students several access points for their learning. In particular the lessons make use of real-
world sources, such as media articles or a report by the National Parks and Wildlife Service,
which is a feature of UDL principles to incorporate “relevance and authenticity” (Courey et
al., 2012, p. 20). Teachers may need a greater understanding of Sky’s optimal means of
representation.

The UDL principle of multiple means of action and expression encourages teachers to offer
students a range of ways to “show what they’ve learned” (Nisbet, 2019) and these lessons
offer several opportunities for students to select their response format (written or verbal),
or the depth of their written response.

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One notable extension outside of traditional Geography pedagogy is the use of creative arts
including dance, which is designed to engage Sky’s natural interests. Glass et al. argue that
“the arts push us to recognise and consider multiple, flexible ways in which people learn and
interact with the world” (2013, p. 107), and it is argued this is a key principle of the
geography syllabus (NESA, 2019). The lessons also make use of scaffolded resources, which
recognises the UDL method of “graduated levels of support” (CAST, 2018).

The lessons link geography concepts to the students’ personal interests and activity in social
media, which may also encourage critical thinking (Bigum & Rowan, 2015) however teachers
will need to seek further opportunities to allow students’ to “apply deep understandings of
key disciplinary concepts and principles to real-world problems” (Masters, 2016 p. 6).

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Part 4: Stakeholder Report
For School Colleagues and Fellow Teachers
(404 words including intext citations)

Sky is a student with untapped potential but a number of issues are preventing her from
achieving full success in her learning. Her interest in music and art offers opportunities for
re-engagement however the school needs to urgently address Sky’s unsatisfactory levels of
academic motivation and social connectedness. Her problematic behaviours may indicate
the presence of a behavioural disorder, and have resulted in several instances of
suspension. That, and her lack of self-regulation, may be either risk factors or indicators of
psychological disorders (Havinghurst et al., 2015) and thus require expert attention, if this is
not already been provided.

Sky’s appears to lack adequate family support for her education, as indicated by her
tiredness and lack of appropriate uniform and equipment. It would be desirable for the
school to locate additional support to ensure Sky has access to uniform and materials, either
through targeted funding or charitable programs. It would also be desirable to recruit a
mentor from the field of art or music to act as a prosocial role model. Research indicates
that these types of relationships can act as a protective factor for adolescent mental health
(Murray & Malmgren, 2005) and are especially important to students facing behavioural
challenges like Sky (Osher et al., 2010).

The level of Sky’s social alienation is a concern, and is associated with adverse academic
outcomes and risk factors for poor mental health (Havinghurst et al., 2015; Arnett, 2014).
The social learning activities incorporated into the above UDL framework may assist in this
regard but other interventions could include a more intensive program of social emotional
learning, in accordance with the NSW Wellbeing framework (NSW Department of Education
and Communities, 2015).

UDL research suggests that to support Sky’s engagement, the school could allocate her a
school-based task or “job with meaning” (Rapp, 2014, p. 29). Such activities have been
found to provide “a sense of community... and feelings of empowerment”, both of which
would be beneficial for Sky given her circumstances (p. 29). This role should be developed in
consultation with Sky to give her the opportunity for self-determination, though her existing

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interest in art and music suggest some responsibility for organising or creating resources for
the school’s music and art events would be appropriate.

It is hoped that a new approach to learning, utilising the Universal Design for Learning
framework, will re-engage Sky in her learning and support her to improve her behaviour and
school relationships.

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Appendix – Selected Resources used in lessons

Emu Passport:

12
13
References

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Barnard, W. (2004). Parent involvement in elementary school and educational attainment.

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Beauchamp, T. (2012). Addressing high rates of school suspension. UnitingCare Children,

Young People and Families. Parramatta, Australia. Retrieved from:
https://core.ac.uk/download/pdf/30677748.pdf

Blakemore, S.‐J. and Choudhury, S. (2006), Development of the adolescent brain:

implications for executive function and social cognition. Journal of Child Psychology
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Bigum, C & Rowan, L. (2015) Developing a professional sensibility of ‘the digital’ in

secondary classrooms. In Weatherby-Fell, N. (Ed). Learning to Teaching in the
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CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
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Courey, S., Tappe, P., Siker, J., & LePage, P. (2013). Improved Lesson Planning With Universal
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Crosby, S., Day, A., Somers, C. & Baroni, B. (2018) Avoiding school suspension: Assessment
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Dalton, E., Lyner-Cleophas, M., Ferguson, B. & McKenzie, J. (2019). Inclusion, Universal
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Foreman, P. & Arthur-Kelly, M. (2014) Inclusion in Action. Cengage Learning Australia, South
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Jensen, E. (2013). How Poverty Affects Classroom Engagement, Educational Leadership,
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General Education Classroom: The Case for Universal Design for Learning. The
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Kieran, L., & Anderson, C. (2019). Connecting Universal Design for Learning With Culturally
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Legault, L., Green-Demers, I. & Pelletier, L. (2006) Why Do High School Students Lack
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NSW Education Standards Authority (2019 [2015]). Geography K-10 Syllabus. Sydney,
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