U NIVERSAL D ESIGN P LAN A NTICIPATING S TUDENTS NEEDS Jackie Powers

N OT A LL S TUDENTS A RE A LIKE We can’t expect them to learn the same way. We need to maximize learning for everyone.

R ECOGNIZE D IFFERENCES Background knowledge Readiness Language Preferences in learning Interests Abilities Disabilities Teachers need to be prepared to teach to all of theses differing abilities, and teach to all of them in one class. Differentiated instruction will maximize this. One method will not work for al students.

MULTIPLE METHODS OF INSTRUCTION IN MY CLASSROOM *Say it out loud to the class. - Some students need to hear you say the directions or lesson in order to learn it. *Have it printed out so they can read along. - Some students will learn the best while reading along. Taking notes to have the information written can be distracting to the listening process. *Provide visuals - Power points and other visuals can help learners to follow along with what you are teaching. If you are watching a video have it captioned. *Make it tangible -Provide something that they can pass around, or have an assignment or experiment that they can physically do. *Actively Engage students - Give them a chance to discuss in partners or table groups what they have learned. *Focus on key information and key words - Help students understand the important parts of the lesson

INSTRUCTION Equitable use- Instruction in my classroom will be useful for students with diverse abilities. Flexibility in use- My instruction will work for a wide range of abilities. Simple and intuitive- My instruction will be straight forward, and clear. Perceptible- I will communicate necessary information to my students. Regardless of student ability. Tolerance for error- I will expect different learning ability and learning pace. Low physical effort-Maximum learning will occur with no nonessential physical effort. Size and space for approach and use- I will allow space for approach regardless the students size, posture, mobility, and communication needs. A community of learners-I will promote interaction between students and between students and faculty. (In class discussions, group work, one-on-one meetings, ). Instruction and climate-My instruction will be welcoming and inclusive. I will have high expectations for all students. Provide feedback frequently.

A DAPT E NVIRONMENT I will seat students who need help focusing towards the front of the class. My classroom will be set up so that every desk has clear visibility and is close enough to hear instruction. I will be able to see all students while I am giving instruction and from other areas of the room I may frequently be. Class expectations will be on the wall and visible. They will be explained to students, and demonstrated so everyone is aware of these. Procedures and grading procedures are clear. There are sections of the room designed for different activities. The library, a group meeting place, a word work area. These are accessible to all students. Students know where the work in basket is and where they will be able to pick up graded work. Allow students to come to you with accommodation or learning issues.

F INDING MAIN IDEAS WITH ADVANCED ORGANIZERS Content diagrams Concept diagrams Semantic maps KWL Compare and contrast maps We can fill these out together or have students fill out partially filled out work sheets (fill in the blanks) as we go over important information. After they will discuss in table groups anything that was missed. Then we can readdress the information if needed as a class. Use simple and consistent formats.

A DVANCED ORGANIZERS FOR MY CLASSROOM

I DENTIFYING COMPONENTS AND FEATURES *Content -Several elements and materials are used to support instructional content. -Align tasks and objectives to learning goals. -Instruction is concept-focused and principal-driven. *Process -Flexible grouping is consistently used. -Classroom management benefits students and teachers. *Products -Initial and on-going assessment of student readiness and growth are essential. -Students are active and responsible explorers. Vary expectations and requirements for student responses.

T ESTING P ROCEDURES Directions should be clear. Give frequent quizzes not one big exam. Test big ideas and main concepts. Provide enough time. Read the questions to the students. Use big print. Give extra space for responses. Simplify the wording. Highlight important items. Provide practice questions. Have open note tests. Provide individual help. Grade for content. Provide feedback. Give the test in a distraction free setting. Offer adjustable levels of challenge. Offer choices of content and tools.

W AYS TO ASSESS Group Work Demonstrations Portfolios Presentations Writing assignment Traditional tests -Multiple Choice -Essay -Short answer