My Reflection on my lessons:

As I teach general science in a high school, I tried to devise an inclusive lesson based on

curriculum expectations. In the beginning, I thought it would not take time; however, as time

went by, I had to come up with many strategies to improve my lesson that took longer time

than I expected. I tried to develop a differentiated study with Universal Design of Learning

(UDL) that would enable the teacher to meet the learners’ individual needs more effectively.

How my lesson matched Ministry of Education guidelines:

I began with co-creating lesson objectives and success criteria. We started with driving

questions that are based on goals and students’ preconceptions to trigger their interest. I

provided them with an overview of the lesson. I tested students’ prior knowledge through

interactive and group-based activities such as Snapshot, KWL chart, multiple-choice questions,

Kahoot (technology). To make the learning better for my exceptional students, I concentrated

on various accommodation strategies such as work buddy, increase time and visual on desk etc.

The learning activities contained multiple choices for different kinds of learners. In every phase

of the lesson scaffolded the lesson based on the observation for my particular need students. I

used technologies (Kahoot, text to speech, speech to text, writing assistant) as much as possible

to make my students understand the concept better. The assessment strategies include KWL

chart, student rationale, lotus square, fishbowl think aloud, exit card and multimedia

presentation. My students were able to choose how they would demonstrate their learning.
Overall, I tried to make an interactive and inclusive lesson for all the students, including my

exceptional education students.