Poetry, Prose, Drama, Oh My! - UDL Lesson
The final project for IDT 7110 – tasked us to develop an online or blended learning environment (e.g., blended lesson plan, technology-based activity, online learning object, or online module) that could be included in a larger curriculum that applies our knowledge of the principles and guidelines of Universal Design for Learning. I chose an online lesson for 4th graders on the structural differences between poetry, prose and drama. I recreated the lesson based on UDL principles, making note of where the lesson adhered to UDL guidelines to ensure that I retained those, and where the lesson did not meet UDL standards, I incorporated changes to make it compliant with UDL guidelines.
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This lesson is housed in Canvas.The original lesson used the in-classroom/ in-person instruction format with some technology integration. The revised lesson retains the original format while incorporating a very high level of technology integration. This was a conscious choice considering the topic of the lesson and more importantly, the age of the learners. The lesson is geared towards Grade 4 learners who may benefit more from in-person interaction and instruction. That being said, there were some major revisions made to the instructional methods, materials, and assessments based on UDL guidelines. For instance, the learning goal does not specify the method students need to use to achieve their learning and demonstrate it. It does not specify that the students have to write a paragraph or an essay on the structural differences at the end of the lesson, and allows for multiple means of expression, where the students can use any medium of their choice. This levels the playing field for students and does not hinder meaningful learning for them.
Core Competencies
Universal Design for Learning stresses the importance of using a variety of teaching and assessment methods to remove barriers to learning and level the playing field for all types of learners. Through this project, I learned the importance of making learning accessible to all learners. This can be done by making sure that all learning materials adhere to accessibility standards. I learned to ensure that there are audio transcripts for written content, and vice-versa, how to include closed captions, and use the various accessibility features for Microsoft and PDFs. I was able to apply all that I learned while creating this lesson according to UDL guidelines. This course also provided us, as learners with multiple avenues for action and expression, and these are valuable learnings that I will be sure to incorporate when I teach.
Module Images
Provides lesson overview and learning outcomes
Describes the lesson plan on Canvas course
Instructions on Reflection activity on Canvas course
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Reflections
Learner diversity is an important consideration while designing effective and meaningful learning environments. Even if instructional designers are aware and knowledgeable about their diverse learners, it would be an impossible task for them to anticipate and create content that is specific to each individual cultural background, learning preferences, etc. This is where Universal Design for Learning comes in. UDL principles based on based on constructivist, rather than prescriptive theories of learning, allows for flexibility, and ensures that tasks and content are designed according to learner perspectives.
While designing learning content, not just for this lesson but for other courses as well, like the asynchronous course for Design of Online and Blended Learning, or the instructional model to teach web literacy skills, these considerations were foremost in my mind. I designed learning tasks that provide learners with multiple means of representation, action, and engagement (Rose, David, 2008). It is easy today, with so much technology at our disposal, to provide learners with opportunities to learn in diverse ways, and to demonstrate their learning in diverse ways too. However, there is a fine line between meaningful and meaningless technology integration that we, as educators, must be aware of. My biggest takeaway from this course was that applying UDL guidelines to instructional design practices will result in a collaborative, flexible learner experience that will make it more conducive to the creation of a culturally sensitive and adaptive learning experience, which is the need of the hour.