Working with the Universal Design for Learning (UDL) Lesson Builder (http://lessonbuilder.cast.org) had me stop and think about why I was using a particular strategy to instruct, what activities would be a barrier for students to learn, and how to assess the authentic learning that might happen. Keeping the three networks of learning, recognition, strategic and affective (Rose, D., & Meyer, A., 2002), in mind and using the "Lesson Self-Check" found on the Center for Applied Special Technology (CAST) site I created and evaluated the activities for the lesson.
To start the lesson, I used an activity that most students should have some context to relate and added group brainstorming so all students would have a chance to voice their ideas. From there we extended the discussion to the whole class as each group contributed their ideas. As I moved on to the guided and independent learning activities, I found that learner-centered activities fit perfectly with the UDL model. By giving the students several choices, including the use of technology, the students could achieve the goals of the lesson using their particular learning style. For the final assessment, students were encouraged to choose a component of the lesson for their project focus. Their task was to research and create a presentation in any format that they wanted to present to the class. Again, this allowed the students to show off their talents, skills, and interests and what they have learned.
In the end, this was an interesting exercise that made me focus on my teaching strategies, as well as, what activities would help all the students learn and be successful in the classroom.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
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