I considered UDL principles as I planned my unit and throughout the teaching process. I differentiated many of the activities in order to accommodate all levels of learners. This included different levels of reading passages and different levels of math problems. I planned and accommodated for lower level learners in several ways. I gave them small group instruction during the intervention block, and used small group and partner activities to scaffold learning. For the student with a physical disability, I made sure many of the measurement activities were with partners so that she would have help. Students with IEPs and 504s are pulled out most of the day for instruction. However, I did accommodate for them and include them in the activities when they were in the classroom. Students with AIPs get pulled out during the intervention block to work with intervention specialists. I also accommodated them and gave them extra help and instruction during the unit.
I used and created activities that required higher level thinking and creativity for higher level learners and gifted students. For example, one of the last projects students had to do was create a frog with adaptations and make an informational book about it. Students had to create a fish during the unit and draw animals several times. I researched thoroughly before this unit in order to provide diverse learning experiences for the students, to the best of my ability. I included internet research, articles, outdoor activities, life-sized animal cutouts for measurement, scales and real-life objects, food, investigations, opportunities to speak and write, and opportunities to create and draw. I believe this unit considers the principles of UDL and accommodates all learners.
I used and created activities that required higher level thinking and creativity for higher level learners and gifted students. For example, one of the last projects students had to do was create a frog with adaptations and make an informational book about it. Students had to create a fish during the unit and draw animals several times. I researched thoroughly before this unit in order to provide diverse learning experiences for the students, to the best of my ability. I included internet research, articles, outdoor activities, life-sized animal cutouts for measurement, scales and real-life objects, food, investigations, opportunities to speak and write, and opportunities to create and draw. I believe this unit considers the principles of UDL and accommodates all learners.
