UDL/Differentiated Lesson Plan Critique

For learning to be effective, it needs to account for the needs of learners. Teachers should develop plans that allow them to use resources, approaches and methods that are in line with the varying needs of their students. Universal Design for Learning (UDL) is a framework that seeks to equip teachers with the insights and competencies that they need to deliver on their mandate effectively. This framework is composed of three critical elements that work together to facilitate effective learning. Among other things, the framework can be used to evaluate the strength of lesson plans.

Lesson Plan Critique 

It has been established that UDL can help teachers to create lesson plans to enhance access and learner engagement (Courey et al., 2013). Given its focus on effective student-centered teaching, UDL is an appropriate tool for assessing lesson plans. On its website, Harrow College shared a lesson plan sample. Overall, the sample captures the essential elements of a well-developed lesson plan. It outlines the learning objectives, the resources to be used, the assessment process and the differentiation approach. The resources identified in the plan shows that the teacher is dedicated to accommodating the different learning styles of students. For example, white board pen, PowerPoint presentation and handouts are among the resources. Through these resources, the teacher is able to engage visual and audio learners. One of the drawbacks of the plan is that it neglects the needs of learners who require tactile engagement. To work effectively, lesson plans should anticipate and make provisions for the different needs of different learners (Allen, Sheve & Nieter, 2010). Another key element of the lesson plan developed by Harrow College is the incorporation of information technology. Using such resources as Moodle, this plan allows learners to interact with digital technologies. The technologies play a critical role in promoting engagement and presenting content in a format that is more accessible (Selwyn, 2013). In general, while it has drawbacks, the Harrow College lesson plan is in line with the UDL approach and should make it possible for teachers to impart knowledge and skills without difficulty.

Strengthening the Plan 

One of the key functions of the UDL framework is that it allows for the creation of lesson plans that enhance engagement, promote representation and unhindered expression. These three principles can be used to improve and strengthen the Harrow College plan. Representation is concerned with adopting materials and resources that enable all students to interact with content (Hall, Meyer & Rose, 2012). It is recommended that teachers should use materials that promote access and understanding. The Harrow College plan fails to accommodate the needs of tactile and kinesthetic learners. For the lesson plan to be more effective, it should include activities that require movement and physical activity. For example, the plan could involve role-playing.

Engagement and expression are the other elements of the UDL framework. On the one hand, engagement is concerned with promoting student self-reflection, evaluation and inspiring them to develop interest in the learning process (“The UDL Guidelines”, 2018). As already noted, the Harrow College plan fails to incorporate elements of kinesthetic and tactile learners. In addition to satisfying the needs of students with these learning styles, these elements can also stimulate learners, thereby promoting engagement. For example, role-playing activities can encourage students to participate fully in the learning process. As regards expression, the Harrow College plan fails to provide students with opportunities to share what they have learnt. This plan reduces the students to mere recipients of instruction and content. In order to facilitate expression, the plan needs to allow students to lead the learning process. For example, the students could work on assignments and present the insights gained with the rest of the class.

Differentiating Instruction 

Differentiating instruction is concerned with the modifications that teachers make so as to make learning accessible for students with different needs (Benjamin, 2014). It is particularly critical for teachers whose students are disabled. In order to understand the importance of differentiating instruction, it is helpful to consider the example of students with disabilities. The profiles of two of such students are provided below.

Recommendations and Materials 

The student profiles above show that the two learners have special needs that should be accommodated. As regards promoting access to content, it is advised that the teacher should provide the blind student with content in braille format. Digital devices are among the resources that the teacher can use to accommodate the deaf student. To increase the engagement of the blind and deaf students, the teacher needs to use activities that encourage interactions with peers. Through these activities, the teacher will be able to make the students feel valued and that they belong. A sense of belonging goes a long way in promoting learning (Steele Cohn-Vargas, 2013). Another issue that the teacher should address as they seek to accommodate the two students is making it possible for the students to demonstrate what they have learnt. For the two students, it is recommended that the teacher should challenge them to share their experiences with their peers. For the teacher to effectively accommodate these students, they need to adopt various resources and materials. Some of these resources include digital devices like tablets and computers, braille, and a device that amplifies sound so that the deaf child is able to hear.

Reflection 

This exercise has been insightful as it has enabled me to understand the role that the UDL approach plays in promoting learning. As part of the exercise, I was required to critique and strengthen a lesson plan. I found that by critiquing the plan, I was able to understand the components of a well-designed plan and identify where the plan that I critiqued fell short. While I was comfortable using UDL to offer suggestions for designing the lesson plan and adapting materials, I found this task to be rather daunting. I had to ensure that my suggestions were consistent with UDL guidelines which still accounting for the limitations and constraints that teachers face when designing lesson plans. Essentially, I needed to ensure that my suggestions were as realistic as they were practicable. Among the tasks that I was required to accomplish was to consider the accommodations and modifications that should be made to enhance the experience of the two students with disabilities. In general, I found the task to be interesting and helpful as I was able to recognize the hardships that disabled learners face. As I used the profiles of the students to differentiate, identifying how their needs and circumstances affect their learning process came easy. However, accommodating these needs proved difficult. I needed to present recommendations that can be adopted without hindering learning for other students.

References

Allen, K., Sheve, J., & Nieter, V. (2010). Understanding learning styles: making a difference for diverse learners. Huntington Beach, CA: Shell Education.

Benjamin, A. (2014). Differentiating instruction: a guide for middle and high school teachers. London: Routledge.

Courey, S., Tappe, P., Siker, J., & Lepage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36 (1), 7-27.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: practical applications. New York City: Guilford Press.

Selwyn, N. (2013). Education in a digital world: global perspectives on technology and education. London: Routledge.

Steele, D. M., & Cohn-Vargas, B. (2013). Identity safe classrooms. Convin Press.

The UDL guidelines. (2018). CAST. Retrieved October 18, 2018 from http://udlguidelines.cast.org/

Appendix 

Harrow College Lesson Plan

Lesson plan available at: https://www.harrow.ac.uk/images/international/he/Young_Learner_in_FE/Assignments/Ex_Good_Lesson_Plan.pdf