Embedding Universal Design for Learning with Response to Intervention

EDUC 5313 Week 5 Blog Assignment 

 

Part 1 

    When looking at comprehensive approaches to Response to Intervention (RtI), it is also essential to consider Universal Design for Learning (UDL). This article aims to showcase how an RtI framework should be created based on scientifically backed instructional best practices, proactive instructional design instead of reactive design, and purposefully using technology to support all students. Concerning RtI, the goal is to create a differentiated classroom built around all students' needs within the classroom (Basham et al., 2016, p. 244). UDL provides flexibility for how information is presented to students, how students engage and respond, and how students demonstrate knowledge mastered. The ideal classroom is one where there is high-quality instruction in the least restrictive environment for all students. RtI and UDL both require the problem-solving process to create the best possible learning environment for students.  

    One must understand that intensive support can happen in the general classroom when a teacher ensures a student has access to a device. This is an integral part of UDL. One must also understand how vital technology is in everyone’s daily lives. We use technology to be productive, and students should be guided to learn these skills. Teachers must understand technology's positive influence to support students (Basham et al., 2016, p. 246). Data can help drive these decisions in how technology can be used as a support across the three tiers.  

    Prevention is the primary focus of this system, meaning teachers do not want to be working reactively to students' needs but proactively (Basham et al., 2016, p. 246). Thus, the lesson I have created is meant to consider these considerations of proactivity. The first decision is the big concept or idea my students need to master. From here, I develop specific strategies to support all my students in my classroom. Then, I look at tier 2 and tier 3 needs of particular students by considering supplemental support in tier 2 and individualized support for tier 3 students. I must consider how technology can support students across all tiers to enhance learning. This also builds a strong foundation of engagement among all of my students.  

 

Part 2 

    The CAST Universal Design for Learning website provides many resources to identify strategies a teacher can use to develop lesson plans. It is also essential to see each one validated with a great deal of research. As I work through building my lesson plan, many of the strategies listed on this website can easily be used in this science lesson. To start, I focused on engagement first. The first checkpoint to stand out to me was Checkpoint 7.2, which deals with optimizing relevance, value, and authenticity (CAST, 2018). This is such a key strategy when teaching science. The activity needs to be designed so that the learning is authentic and that the provided tasks allow students to be active participants and allow for exploration and experimentation. This lesson I am developing for my students is highly built around students exploring a phenomenon and asking questions, eventually leading to a different lesson where students are setting up a classroom experiment to answer some of their questions further. Engagement is key in a science classroom. Through Checkpoint 1.1, I must be mindful of text and image size when presenting digital materials to my students (CAST, 2018). I also understand how important it is to have a flexible format in digital content available to students. My lesson requires a slide show presentation, and I must be mindful of how I create such a presentation to maintain engagement.  

    My lesson also requires that I use Checkpoint 3.1, where I am activating background knowledge (CAST, 2018). I need to anchor instruction through this activation of background knowledge. I do this by having students discuss a time they encountered a dead animal. This helps them understand the question we are trying to answer: that we are trying to figure out if dead stuff disappears over time or if something else is happening. Students will reflect on what they noticed over time with these situations. Building engagement in this lesson will also require me to help students see big ideas and relationships (CAST, 2018). We will accomplish Checkpoint 3.2 by creating our driving discussion board. This discussion board, a visual model available to all students and accessible to add to throughout the day, will allow students to discover big ideas from their questions. They will also be able to organize their questions into those that have been answered by our investigations and those that have yet to be answered. This also brings into play Checkpoint 2.5, where I must present key concepts in one form and then in another (CAST, 2018). In this lesson, students build a model of what is happening concerning the dead meat, the fly, and how the larvae arrive. Students then created a mathematical model to express the transfer of matter from one organism to another. Finally, for this lesson to be successful, students need to have a sense of community and a safe environment where collaboration can occur (CAST, 2018). Through Checkpoint 8.3, students will have collaborative learning groups created with clear goals and responsibilities. Expectations will also be taught for group work. Students will spend the first two weeks of school developing this safe environment for collaborative learning. These guidelines are extremely valuable as I build lessons and units of study for my students. 

References

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to rti: embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.

CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org