T560 Model UDL Lesson Annotation
- 1. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 1 of 10 T-560 Universal Design for Learning Project 2: Model Lesson Lindsay Bellino Table of Contents 1 Introduction...............................................................................................................................1 2 Standards and Goals................................................................................................................2 2.1 Goals..................................................................................................................................2 2.2 National Standards.............................................................................................................2 2.3 AZ State Standards............................................................................................................2 3 Traditional Approach.................................................................................................................3 4 Challenges/Barriers..................................................................................................................3 5 UDL Approach..........................................................................................................................4 5.1 Introducing the Big Question..............................................................................................4 5.2 Engage...............................................................................................................................4 5.3 Explore...............................................................................................................................5 5.4 Explain...............................................................................................................................5 5.5 Create................................................................................................................................5 5.5.1 Introduction..................................................................................................................5 5.5.2 Brainstorm...................................................................................................................6 5.5.3 Collection.....................................................................................................................6 5.5.4 Production....................................................................................................................6 5.5.5 Present........................................................................................................................6 5.5.6 Share...........................................................................................................................6 6 UDL Highlights..........................................................................................................................7 7 References.............................................................................................................................10 1 Introduction This 5th grade social studies lesson will introduce students to the reasons why people come to the United States and how they relate to present-day issues surrounding immigration to America. Using a UDL approach, students will build background on the history of immigration to the United States through multiple means of representation. In order to fully engage students and make learning more personally relevant, students will be asked to reflect on their own experiences as first and second immigrants to this country. Multiple means of expression will be used to drive the culminating performance assessment where student are asked to create a multimedia presentation to contribute to a local, national and international dialogue bringing awareness to present immigration policies. 11
- 2. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 2 of 10 2 Standards and Goals 2.1 Goals • Students will understand the different reasons people move to the U.S. • Students will understand how immigration has changed over time. • Students will understand the effects of immigration on the U.S. and how those ef- fects have changed over time. Students should be able to think critically about how to contribute to a global dialogue about immigration issues drawing upon historical evidence and perspectives. Students will be asked to draw upon classroom discussions and personal research using print resources, websites, interactive simulations, videos and other multimedia to compare an historical narrative about immigration to the U.S. with their own experience. The culminating performance of understanding allows students to select a project in which to demonstrate their understanding that will be hosted on the class website and shared with members of the school and local community. Projects may include an essay, short story, video, ppt presentation, radio broadcast, timeline, or multimedia mash-up. 2.2 National Standards NSS-USH.5-12.6 Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity NSS-USH.9-12.10 Understands economic, social, and cultural developments in contemporary United States. 2.3 AZ State Standards Strand 1. Concept 3. PO3. Describe the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America. Strand 1. Concept 1. PO4. Locate information using both primary and secondary sources. Strand 3. Concept 4. PO1. Describe ways an individual can contribute to a school or community Strand 1. Concept 10. PO 2. Discuss the connections between current and historical 22
- 3. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 3 of 10 events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 3 Traditional Approach Traditional approaches to teaching social studies include a heavy reliance on basal textbooks, primary sources and occasionally supplementary materials such as videos. History is often presented with a particular bias or viewpoint with little connection to current events. Assessment is often delivered through project-based performance assessment or standardized tests. 4 Challenges/Barriers Many children are often left out of the equation when history is taught using the traditional approach. By committing to using a basal textbook to deliver instruction children are not provided with multiple means of representation. The basal textbook also threatens the ability to provide multiple means of engagement by limiting the voices of history to one publisher or author. In order for children to be motivated and engaged, social studies curriculum must ensure that learning is personal and relevant. Social studies assessment, at the elementary level, generally provides options for expression through the use of project-based performance assessments. The challenge with traditional approaches to project-based assessments is making them more current by employing new technologies to support 21st century learning. 33
- 4. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 4 of 10 5 UDL Approach 5.1 Introducing the Big Question Why do people take long difficult journeys to make a new home in the U.S.? Have any of these reasons changed over time? Discussion • Introduce the big question and understanding goals for the unit • Have students jot down their initial responses to the big question in their online journal • Have students share their responses with the class and capture in the class journal • Introduce final performance of understanding project Background Video • Watch the background video as a class • Respond to the video using a class concept map that will be posted to the class journal Small Group Discussion • Have students work in pairs to respond to the following prompts o What do you think would be the biggest challenge if you moved to a new country? o Where do you think most immigrants come from now? o What do you think is the main reason that people have moved to the United States for so many years? • Have pairs share their work with the group and capture their responses in the class journal 5.2 Engage • Ask student’s to think about some of the reasons their family moved to the U.S. o Using an image, drawing, recording or text have students post their thoughts online • Use Scholastic’s website “Immigration Stories of Yesterday and Today” to introduce students to three recent immigrant children to the U.S. 44
- 5. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 5 of 10 • Ask student’s to reflect on their comments prior to watching the videos and ask them if they had similar experiences to these students o Have students use a compare/contrast graphic organizer to compare their own experiences with those of the students in the videos. 5.3 Explore • Have student conduct research using the library and the Internet to find historical narratives of immigrants families from the past o Have students use the provided Internet resources from Scholastic's site to find information about the history of immigration policies and what immigration issues exist today. o Explore the section "Why did they come" on the interactive PBS site "Destination America" o Explore Scholastic Ellis Island interactive website. • Have students collect information in their online journals including references to primary/secondary resources, images, videos, audio clips etc. 5.4 Explain • Ask students to present their findings to the group, write a one paragraph summary, draw a picture, or record a podcast of their summary in their online journal 5.5 Create 5.5.1 Introduction • Introduce the final project and the steps that will be taken to complete the project. o Choose one of the three topics to present on Interview with an immigrant Personal narrative of an historical immigrant Compare and contrast the experiences of an historical immigrant with your own • Introduce class website where final projects will be posted for the school community and their parents to view and add comments. • Review the rubric for the final project • Introduce the types of projects that are acceptable 55
- 6. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 6 of 10 o Essay o Short story o Video o PowerPoint presentation o Radio broadcast o Timeline o Multimedia mash-up • Show exemplar projects from previous years 5.5.2 Brainstorm • In small groups have students use the concept mapping tool to brainstorm ideas about their project • Guide students to think about their audience and the purpose behind the project 5.5.3 Collection • Allow students to use the computers to do additional research using the links provided in their online journal • Have students write in their online journal summarizing their project proposal o Have students write a main idea paragraph including the setting, main characters, and summary o Have students work in pairs to review each other expository paragraphs using the provided rubric. 5.5.4 Production • Students will be given time in class to work on their various projects (2 days) • At the end of each day students will meet with their class partner to review each other’s progress 5.5.5 Present • Students will present their project to the class 5.5.6 Share • Students will post their projects to the class website and ask members of their community to comment on their projects. 66
- 7. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 7 of 10 6 UDL Highlights The Universal Design for Learning guidelines as outlined below were used to annotate the digital journal for the sample model lesson. Each Principle is color-coordinated to align with the indicators represented in the model lesson. More information about the guidelines can be found on the CAST website. Principle I: Provide Multiple Means of Representation Guideline Checkpoint Curriculum Alignments 1. Provide the display of 1.1 Customize the display of A. Users can change the size of the font information information used on screen B. Users can edit their profile to change the background color and font color used in the journal 1.2 Provide alternatives for A. All text on screen has supporting audio auditory information B. All video are closed captioned 1.3 Provide alternatives for A. All images are supported with textual visual information descriptions 2. Provide options for 2.1 Define vocabulary and A. Key vocabulary words have embedded language and symbols symbols hyperlinks to a visual glossary 2.4 Promote cross-linguistic A. On-screen text can be translated into understanding other languages 2.5 Illustrate key concepts A. The Background Video gives historical non-linguistically information about immigration 3. Provide options for 3.1 Provide or activate A. Background video and big question comprehension background knowledge prompts allow students to reflect on their own experiences with immigration 3.2 Highlight critical features, A. The Big Question is not only introduced big ideas, and relationships at the beginning of the lesson but weaved throughout ensuring the salience of the lesson goals 3.3 Guide information A. The online journal learning model guides processing information processing by organizing information into more accessible parts. The navigation provides students with multiple pathways through the content by not restricting interaction to a linear sequence but rather guiding the instructional sequence. 3.4 Support memory and A. A Sticky notes tool can be used to take transfer free-form notes or offer scaffolded suggested notes throughout the content. Principle II: Provide multiple means for action and expression – Strategic Networks Guideline Checkpoint Curriculum Alignments 77
- 8. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 8 of 10 4. Provide options for 4.1 Provide varied ways to A. Users can respond using text, drawing physical actions respond or recording their own voice 4.3 Integrate assistive A. All interactions will be 508 compliant technologies including the use of keyboard hot keys to access and interact with content 5.3 Provide ways to scaffold A. The lesson avatar provides practice and performance individualized additional information for scaffolding and links to additional practice depending on the student’s reading level that is set by the instructor. 6. Provide options for 6.1 Guide effective goal A. Question prompts remind the students to executive functions setting reflect on the big question 6.2 Support planning and A. Lesson goals can be accessed at any strategy development time B. Lesson avatar models effective planning and strategy development C. Guided note-taking prompts help students reflect on learning 6.3 Facilitate managing A. The My Stuff feature allows students to information and resources save and organize their notes and multimedia for future reference. 6.4 Enhance capacity for A. Breadcrumb Trail shows progress monitoring progress throughout lesson Principle III: Provide multiple means for engagement – Affective Networks Guideline Checkpoint Curriculum Alignments 88
- 9. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 9 of 10 7. Provide options for 7.1 Increase Individual choice A. The final project allows students to recruiting interest and autonomy choose from a variety of project types to demonstrate their understanding of the learning goals B. Students can navigate the lesson however they’d like C. Students can respond to question prompts in a variety of ways D. Students collaborate with the teacher to create a working agreement of their own personal learning goals at the beginning of the lesson 7.2 Enhance relevance, A. The lesson highlights immigration in light value, and authenticity of current events that directly effect the 1st and 2nd generation immigrants that make up the classroom B. Students share their final project with their school and local community providing purpose by communicating to multiple audiences 7.3 Reduce threats and A. Lesson audio can be turned on/off at any distractions time B. Students can adjust their profile to reduce distracting visual stimuli C. Students can select whether they’d like to share their final project with just the teacher, the class, the school, and/or with members of the local community to reduce the threat of evaluation 8. Provide options for 8.1 Heighten salience of A. Lesson goals can be accessed at any sustaining goals and objectives time B. The Big Question can be accessed at any time 8.3 Foster collaboration and A. Classroom activities provide communication opportunities for collaboration B. The Class website provides opportunities for community and communication through the display of students’ final projects and the comments feature 8.4 Increase mastery-oriented A. The rubric that is co-constructed by the feedback teacher and students will be guided by the goal of learning mastery rather than didactic task accomplishment 99
- 10. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 10 of 10 9. Provide options for 9.1 Guide personal goal- A. Lesson avatar, guided note-taking self-regulation setting and expectations 9.2 Develop self-assessment A. Sticky note-taking tool provides an and reflection aggregated view of the notes for self- reflection B. Students receive timely feedback on their lesson activities 7 References CAST UDL Online Modules. CAST. Web. 09 May 2010. <http://udlonline.cast.org/page/module2/l3/>. "Immigration: Stories of Yesterday and Today Home." Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Web. 09 May 2010. <http://teacher.scholastic.com/activities/immigration/>. "Destination America." PBS. Web. 09 May 2010. <http://www.pbs.org/destinationamerica/>. Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age Universal Design for Learning. ASCD, 2002. Print. 1010