Universal Design for Learning (UDL) Signature Assessment Refection Lauren

Schifter
This first grade class will engage in a language arts literacy lesson focusing on
comprehension and how the 5 Ws of a written text helps key out details in finding the central
message of a story. The variability in the classroom is to be met completely with the appropriate
accommodations made for those necessary and create an equal learning environment for all to
reach the same success level. Applying the UDL guidelines throughout the lesson allows the
teacher to meet the needs of this diverse group of students which consists of a child with visual
impairment (low incidence), a child with attention deficit hyperactive disorder (high incidence),
an English language learner natively from Russia, and a gifted and talented student who is
capable of reading and comprehending two grade levels above his peers. UDL principle I:
providing multiple means of representation includes providing options for comprehension and
guiding information processing, visualization, and manipulation which relates to how the teacher
will provide the guided handout on what the 5 Ws are and examples of them to keep track while
reading. This works for multiple students in the classroom including all of those mentioned
above because it gives an opportunity to reinforce the information that they previously were
introduced to in group time before breaking up into independent reading. UDL principle II:
providing multiple means for action and expression includes varying methods for response and
navigation, optimizing access to tools and assistive technologies and guiding appropriate goal
setting. The lesson plan takes account for multiple individuals needs and capabilities creating
options for formative and summative assessments engaging the students best suited towards their
strengths. Giving the group of students options to express their gained knowledge and
understanding of the lesson is shown through the multiple means for their action and expression.
UDL principle III: providing multiple means of engagement includes minimizing threats and
distractions and fostering collaboration and community. This is demonstrated throughout the

Universal Design for Learning (UDL) Signature Assessment Refection Lauren

Schifter
lesson plan by orchestrating circle/group discussion time prior to independent reading and again
after for group work to collaborate on their thoughts of the story. Minimizing distractions is
important, especially during independent reading time which should be conducted quietly and for
Andrew who uses headphones to cancel out any noises that may prevent him from being
productive. Taking all of these guidelines into account and applying them throughout the lesson
plan is necessary to help meet the needs of a diverse group of students such as this one. The two
students with disabilities, Andrew and Annie, are identified as needing additional supports
throughout the lesson because he has attention deficit hyperactive disorder and she has visually
impaired. Andrew requires additional supports because he needs assistance staying on task,
focused on what needs to be completed and done successfully. Annie requires additional supports
because she needs assistance reading her material and being able to comprehend and complete
what is asked of her in a manner that she can successfully do so.
The teacher in this lesson will be able to demonstrate complete mastery of all indicated
professional standards within the Council of Exceptional Children (CEC) in a variety of ways to
meet her students needs. CEC Standard 1 reflects learner development and individual learning
differences which is demonstrated in how the teacher presents the material to her students in
multiple ways including group discussion prior to initiating the lesson, providing a handout that
clearly defines and gives examples of the 5 Ws for them to use for guidance and reinforce their
discussion while independently reading, and enforcing group work to share and collaborate on
ideas after independently reading the same story. Learning differences are acknowledged during
these activities considering some students work better in groups and with guided materials such
as the handout so all can successfully reach the same level of understanding. CEC Standard 3
reflects curricular content knowledge which is also shown during group discussion with

Universal Design for Learning (UDL) Signature Assessment Refection Lauren

Schifter
modeling of how to identify and distinguish between the 5 Ws and ensuring they know these by
giving examples and asking which category it belongs to. Also, ensuring that the students do not
walk away from the group discussion confused or with question they may not want to necessarily
ask, the teacher provides a handout that will assist in students thinking and analyzing of the story
while reading. The teacher will assess the students by going around and participating in group
interview methods asking questions to make sure they have a clear understanding of the task at
hand. CEC Standard 3 reflects instructional planning and strategies, demonstrated by the teacher,
giving their students multiple means of fully understanding what is asked of them and what they
need to do to successfully complete the lesson and its activity through appropriate instructions.
Reassuring that the teacher plans her instructional strategies accordingly, they must importantly
consider the needs of their IEP students, ELL student(s), and gifted and talented students. The
teacher made sure she had a digital checklist for Andrew on his iPad to help guide him during
this lesson and what needed to be done by him through the activity. She also accounted for
having an audio book and digital copy of the story for Annie who most likely would not have
been able to complete the lesson without this proper planning. The lessons instructional
planning was fulfilled to meet the needs of all students in order for them to reach the success
level in this lesson, regardless of their differences. Making sure they implemented multiple
means of assessments for their students shows the extent to which many aspects were taken into
consideration to benefit their maximum learning experience and environment.