UDL Lesson Analysis

I selected the lesson, “Learning About Scientific Inquiry” from the CAST featured lessons on the UDL Exchange. I selected this lesson because the subject matter is bit out of my comfort zone, and I wanted to challenge myself. I typically gravitate more towards English and social studies while I avoid math and science. I usually don’t even accept substitute teaching jobs in math or science classrooms because I’m not as comfortable with the topic.

“The purpose of this lesson is designed to support understanding of scientific inquiry. Students experience first-hand each step in the inquiry process and how the steps systematically build toward understanding. After an anticipatory set, students use a graphic organizer to document the steps in the scientific inquiry process using a case example from a television show” (CAST, 2012).

The first criterion of Ralabate’s lesson analysis is “The lesson goal is flexible, clearly defined, and SMART.”(Ralabate,2016). The goal in the CAST featured lesson, “Learning About Scientific Inquiry”, is both flexible and clearly defined. The instructional goal states, “Students will gain an understanding of the process of scientific inquiry.” (CAST, 2012). This is a flexible goal because there are multiple ways students can gain an understanding of the process of scientific inquiry. There isn’t a specified means of meeting the goal, which allows students to use the method that works best for them.

The second criterion is “The lesson plan considers learner variability, including learning gaps and variables.” (Ralabate, 2016). The instructor is explicit in stating how learning variability will be considered by addressing each of the three principles of UDL: Engagement, Representation, and Strategies. For example, when addressing strategies, the instructor states “As I circulate the room, I will make clear that students can choose to take notes in linear, outline or free form, if this is helpful. I will also provide the graphic organizer both in printed form and on the computer, so students can choose the format.” (CAST, 2012). By providing students with multiple means of taking notes and viewing the graphic organizer, learner variability is being considered.

The third criterion is “The lesson includes meaningful informative assessments of learning that is aligned to the lesson goal.” (Ralabate, 2016). The instructor had several ideas for formative assessments. One is to circulate the room while students chart the steps of the inquiry process, and note what concepts students are grasping and what concepts they’re struggling. The instructor is mindful of learner variability when noting, “Be aware that skills at charting could potentially interfere with each student’s ability to demonstrate progress towards the specific learning goal of this lesson, so provide a graphic organizer as a support and to allow them to choose whether to complete this organizer on paper or on the computer.” (CAST, 2012). The instructor also mentions another opporutnity for a formative assessment in a “Think, Pair, Share” activity, which also facilitates collaborative learning.

The fourth criterion from Ralabate is “The lesson addresses UDL Guidelines by using appropriate, engaging, meaningful, and goal-oriented teaching methods, materials, and media.

A. The lesson engages learners

B. The learners are able to access and understand content.

C. The lesson provides opportunities for learners to apply content and show what they know and are able to do.” (Ralabate, 2016).

The instructor addresses the engagement of learners by using a televison show as a main example in his lesson. He also allows the students to select one of two of the tv shows (each on a separate topic) to focus on. “I allow choice about topics because the topic of inquiry is not critical to the lesson goal; as long as the example allows students to explore the question, it will work for my instructional purposes.” (CAST, 2012). The instructor makes sure the students have access to and understand the content by allowing them access to a graphic organizer. This can be viewed on paper or on the computer and the studdents can choose. The students are also able to increase understanding through a “Think, Pair, Share” activity with peers. Finally, the students can apply content and show what they know by filling out their own graphic organizer as it applies to the particular TV show they choose to watch. Also, during the “Think, Pair, Share” activity, students have the opportunity to share what they know and answer peers’ questions.

The final criterion is “The lesson plan includes assessment for learning, offering an opportunity to collect relevant data about learner progress for teacher and student reflection.” (Ralabate, 2016). This is similar to the second criteria in that the instructor will be able to circulate and assess students’ progress on their graphic organizers. In addition, the “Think, Pair, Share” activity is a way for students to share what they know and reflect on their learning.

References

CAST. (2012). UDL Exchange. Lesson Support: Learning About Scientific Inquiry. Retrieved from http://udlexchange.cast.org/lesson/8326

Ralabate, P.K. (2016). Putting it together: check-In: lesson analysis. In Ralabate, P.K (ed), Your UDL lesson planner: the step-by-step guide for teaching all learners (pp 139). Baltimore, Maryland. Paul H. Brookes Publishing.