So far in the blog series we’ve learned about the myth of the average student and how the UDL Guidelines offer a systematic, predictable way to plan for every learner. How will you plan for learner variability this semester?
Patti Kelly Ralabate, in her book, Your UDL Lesson Planner, focuses on a six-step process for planning with UDL which involves: 1) defining goals, 2) considering learner variability, 3) determining appropriate assessments, 4) choosing methods, materials and media, 5) implementing a lesson, and 6) reflecting on the lesson. The first step is to design clearly defined learning goals.
Our students need learning goals that are purposeful, flexible, and measurable. Goals should reflect the purpose of the lesson instead of activities related to the topic. Next, teachers must decide how they will know when students have mastered the knowledge or skills. The goals should be written in a way that allows all students to attain them and should include scaffolds that offer additional support to some students. The way a goal will be measured informs potential assessments.
Sample Starter Goal
Notice how the new goal focuses on the purpose of the lesson and does not restrict the students in their responses.
Reflect on your learning goals. Dr. Ralabate asks:
“In what ways do you currently hold all learners to high expectations and still address their different strengths and challenges?
Are your learners clear about the purpose of your lesson?
To what extent are your goals flexible?”
Use these ten CAST Tips when developing your goals.
Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement! This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!
UDL Blog Series:
For more information, contact Kim West, firstname.lastname@example.org.
Ralabate, P.K. (2016). Your UDL Lesson Planner. Baltimore, Marylanc: Paul H. Brookes Publishing Co.