Directions: Using the UDL Guidelines, differentiate instruction using the principles to meet the diverse needs of your student. You will have 25-30 minutes to review the UDL Guidelines and to differentiate instruction for your scenario for each of the 3 principles (Engagement, Action & Expression, and Representation). Cite what principle you used, and how you used it to inform your instructional decisions. For example: Principle: Self Regulation (guideline 9) Develop self-assessment and reflection (checkpoint 9.3) -Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors Instructional Decision: I can have J track how many times he misbehaves or gets distracted (e.g. when he says something mean to another student, walks out of the class without permission, etc.) In other lessons can also use checklists to have him assess his own work. Universal Design for Learning (UDL) Principles Scenario#1: Create your own scenario based on a student you currently teach. Below, briefly describe the student and their diverse needs like the following scenarios. Brief Description of Focus Student: Engagement UDL Principle: Instructional Decision: Representation UDL Principle: Instructional Decision: Action & Expression UDL Principle: Instructional Decision: Universal Design for Directions: Only use one of the scenarios below if you cannot think about a focus student. Scenario 3: Newly arrived student from Guatemala Learning (UDL) with little to no formal Principles education in his home country. Engagement UDL Principle: Scenario 4: You teach a student who is emotionally disturbed. Surprises make them anxious. They can be very confrontational if they feel disrespected. UDL Principle: Scenario 5: You teach a student who is a high achiever. They normally finish their class work before the rest of the students. When they are done ahead of time, they exhibit behavioral problems. For example, they may make jokes distracting other students. Or, get into unnecessary arguments with other students. UDL Principle: Instructional Decision: Instructional Decision: Representation UDL Principle: UDL Principle: Instructional Decision: Instructional Decision: Instructional Decision: UDL Principle: Instructional Decision: UDL Principle: Action & Expression UDL Principle: Instructional Decision: Instructional Decision: UDL Principle: Instructional Decision: UDL PRINCIPLES AND ASSESSMENT In learning environments, individual variability is the norm, not the exception. Learners differ from one another, and an individual learner differs over time (students may be tired or hungry on a given day), depending on the task in front of them (students may be bored or feel over challenged), and the context for the assignment (students may consider the material to be controversial or feel that the material is not relevant to them). Three primary principles of UDL, which are based on research in the learning sciences, guide UDL. These principles can be helpful in thinking about the design of assessments. PROVIDE MULTIPLE MEANS OF ENGAGEMENT Providing multiple means of engagement (the why of learning) means supporting interest, motivation, and persistence. Just as students learn more effectively when they are engaged and motivated, their performance on assessments can be enhanced by increasing engagement. • Do students think that they can be successful? Emphasizing the importance of effort and motivation and expressing confidence that students can meet high expectations can improve their performance. • Do assessments provide different levels of challenge? One way to do this is to provide options on essay exams so that students can choose a question they feel they can answer well. Another way is to allow students to answer essay questions in different formats. Perhaps students could write a classic essay, create a short play, or create a video response. Once an instructor has addressed the question, ""What do I really want the learner to learn?" (i.e., construct relevance) then the individual motivations and desires of learners and the time constraints of their instructors may be the only limits to the possibilities. • Are different formats used for assessments over the course of a semester? As mentioned earlier, the demands and benefits of any one form of assessment will differ for each student. Therefore, the options and supports provided for the first two UDL principles (representation and action and expression) can enhance engagement in the assessment process. PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION Providing multiple means of action and expression (the how of learning) means providing different ways for students to work with information and content and to demonstrate what they are learning. In assessment, consider the ways in which students will demonstrate what they have learned.