UDL Planner for Teachers

Universal Design for Learning (UDL) Planner for Teachers

This planner is designed to assist you as you plan implementation of UDL in your classroom.

UDL Planner for Teachers 1 Section 1: Connect UDL to Common Core State Standards (CCSS) Choose one standard that you will teach next quarter. You may pick a math or language arts standard.

Common Core State Standards for Mathematics can be found here: http://www.corestandards.org/Math

Common Core State Standards for English Language Arts can be found here: http://www.corestandards.org/ELA-Literacy

The standard I have chosen is:

Does the standard you chose work in a UDL framework?

□ Yes □ No

If your standard does not work in a UDL framework, reword it below:

UDL Planner for Teachers 2 Section 2: Know Your Students and Identify Potential Barriers and Missed Opportunities 2a. Know Your Students Use the UDL Class Profile Spreadsheet and the Student Qualities Handout to create a class learning profile. This tool will show you the strengths and challenges for students in your class, for each of the three networks.

2b. Identify Potential Barriers and Missed Opportunities You may complete this using the prompts provided in this planner or by continuing to use your class profile maker.

Think about the methods you plan to use to teach the objective you listed above. Make a list in the box. You might include lectures, small group work, independent study, peer tutoring, or other methods.

Methods I may use:

Now think about the materials you will use. Will you use technology, textbooks, pen- and-paper activities, or others? List them in the box.

Materials I may use:

Pick 1-3 methods and materials you have listed and think about what barriers and missed opportunities may be in place for some of the challenges that were identified in your class learning profile. For example, if quite a few of your students have an identified auditory challenge for their receptive network, presenting a lecture may be a barrier to gaining information for those students.

Strengths and Potential Barriers or Method Challenges Identified Missed Opportunities Recognition

Strategic:

Affective:

UDL Planner for Teachers 3 Recognition:

Strategic:

Affective:

Recognition:

Strategic:

Affective:

Strengths and Challenge Potential Barriers or Material Identified Missed Opportunities Recognition:

Strategic:

Affective:

Recognition:

Strategic:

Affective:

Recognition:

Strategic:

Affective:

UDL Planner for Teachers 4 Section 3: Create and Implement a UDL Plan

Restate your CCSS objective:

Use the process that follows to find strategies that would work to eliminate the barriers or extend the opportunities you identified in Section 2.

3a. Multiple Means of Representation (the “What”)

Review the online resources related to multiple means of representation: http://www.udlcenter.org/aboutudl/udlguidelines/principle1 http://technoaim.wikispaces.com/

For the potential barriers and/or missed opportunities related to recognition that you identified in Section 2b, identify at least one strategy you will implement to provide multiple means of representation, and your next steps.

Next steps may include learning more about the strategy, writing the strategy into a lesson plan, gathering materials for the strategy, or other activities.

Barrier or Missed Strategy I Will Implement Next Steps Opportunity

3b. Multiple Means of Action and Expression (the “How”)

Review the online resources related to multiple means of action and expression: http://www.udlcenter.org/aboutudl/udlguidelines/principle2 http://technoaim.wikispaces.com/

For the potential barriers and/or missed opportunities related to the strategic network that you identified in Section 2b, identify at least one strategy you will implement to provide multiple means of action and expression and your next steps. UDL Planner for Teachers 5 Next steps may include learning more about the strategy, writing the strategy into a lesson plan, gathering materials for the strategy, or other activities.

3c. Multiple Means of Engagement (the “Why”)

Review the online resources related to multiple means of engagement: http://www.udlcenter.org/aboutudl/udlguidelines/principle3 http://technoaim.wikispaces.com/

For the potential barriers and/or missed opportunities related to the affective network that you identified in Section 2b, identify at least one strategy you will implement to provide multiple means of engagement and your next steps.

Next steps may include learning more about the strategy, writing the strategy into a lesson plan, gathering materials for the strategy, or other activities.

Note that when you use this planner in your classroom, you should now jump to Section 5 to plan your assessment so that it aligns with your instruction and objective. Your assessment should be planned prior to teaching.

UDL Planner for Teachers 6 Section 4: Teach Using the UDL Strategy 4a. Reflecting on the video of UDL in Action After viewing the video of the elementary school teacher implementing UDL, answer the following reflection questions.

What did you notice about how she addressed the needs of all her students?

How did she effectively include UDL strategies in her whole group instruction?

Did watching this video make you think about additional or alternate strategies you might use to teach the objective you identified in this planner? How?

4b. Reflecting on your own teaching of UDL The questions below will guide you through reflection after you teach using the UDL strategies you identified in Section 3.

What went well with the strategies you tried? What were you comfortable with?

What challenges did you encounter?

UDL Planner for Teachers 7 What changes would you make next time?

Other thoughts

Section 5: Assess Student Progress

Think about methods of assessment you have used in the past. For the strengths and challenges of students that you identified in Section 2, list any potential barriers or missed opportunity students may face for each method of assessment.

Potential Barriers or Method of Assessment Strength or Challenge Missed Opportunities Recognition:

Strategic:

Affective:

Recognition:

Strategic:

Affective:

What is the GOAL of your assessment for this objective?

What supports will be provided to the student during instruction?

UDL Planner for Teachers 8 Section 6: Gaps Analysis Revisit each of the implementation steps above to complete the gaps analysis chart below for each stage of UDL implementation.

Essential Elements Essential Next Stage of Already in Place What We Need to Questions I Have Steps for Moving Implementation That We Can Build Stop or Change or Support I Need Forward On Connect UDL to CCSS Know Your Students

Identify Barriers or Missed Opportunities

Create and Implement a UDL Plan Teach Using UDL Strategies Assess Student Progress Evaluate and Adjust

UDL Planner for Teachers 9