![]() Prior to the activity, you could add a group brainstorm of options: “What are your favorite things in a park?” Then throughout the activity, students have choices in how they want to participate. Did we use our imaginations? If so, give me a thumbs up.” Provide opportunities for students to self-regulate, make choices, and include their interests. Afterward, ask students: “Did we use our voices? If so, sing me an ‘ahhh.’ Did we use our bodies? If so, strike a pose. “We need someone else to add onto our frozen picture, our _.” At the top of the activity, you can introduce an “actor tools” checklist: voice, body, imagination. For example: Repeat theater vocabulary throughout and by the middle of the activity, ask students to fill in the blank instead of giving them the word. You can assess how successful you were in achieving your goal by adding in some check-ins. The activity as outlined is designed to support the goal. ![]() movement/kinesthetic learning and expression Īdding Specifics from the UDL Checklist Create a goal and ensure that all content supports the goal.written/text-based materials (Consider using multiple languages and symbols).visuals (Don’t forget large text, and consider representation within visuals to represent the student community).support multiple learning styles by presenting and cultivating information using various modalities, including.Reflect throughout the lesson instead of saving it until the end Offer accessible activities with multiple ways for students to engage with the lesson create liberated learning environments by avoiding segregating or stigmatizing any students.create multiple entry points so that all students access and enjoy learning equitably.provide opportunities for students to self-regulate, make choices, and include their interests.The goal should ideally be generated collaboratively with the Classroom Professionals and the students Share your goal with the students and teachers. create a goal and ensure that all content supports the goal. ![]() Over the course of your entire lesson plan you should aim to For example: Assistive tools and technologies like iPads can be beneficial to students who use them for communication purposes, those who are fast at typing, and those who simply respond to technology over other tools.This principle refers to the multiple pathways students are given to respond to the curriculum and materials (writing, drawing, sharing verbally, sharing physically, etc.).Provide multiple ways for students to access and express how they are learning.For example: A check-in using a thumbs up, down, or in the middle allows students who are less verbal, shy, or more physical to express their understanding of the content.Ensure that you build off of students’ interests, that students have choice, and that self-reflection and assessment are peppered throughout. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |