Improving Instruction through the UDL lens
Subject: Geometry
Lesson: Cross Sections of 3D Figures (click here to see lesson plan)
Objective: (G.GMD.4) Identify the shapes of two-dimensional cross-sections of three-dimensional objects.
UDL Checklist (Click here to see list)
Lesson: Cross Sections of 3D Figures (click here to see lesson plan)
Objective: (G.GMD.4) Identify the shapes of two-dimensional cross-sections of three-dimensional objects.
UDL Checklist (Click here to see list)
- I selected this lesson because the learning objective was very challenging for my students this year and I want to develop a better lesson that helps students conceptually understand cross sections and the relationship between 2D cross sections and 3D solids.
- This lesson currently supports the UDL principles:
- Provide multiple means of representation
- 1. Provide options for perception
- 2. Provide options for language, mathematical expressions, and symbols
- 3. Provide options for comprehension
- Provide multiple means for action and expression
- 4. Provide options for physical actions
- Provide multiple means for engagement
- 7. Provide options for recruiting interest
- Provide multiple means of representation
- This lesson lacks support in the following areas of the UDL principles:
- Provide multiple means of representation
- 3. Provide options for comprehension - Maximize transfer and generalization
- Provide multiple means for action and expression
- 5. Provide options for expression and communication - Use multiple media for communication
- 6. Provide options for executive functions - Facilitate managing information and resources & Enhance capacity for monitoring progress
- 9. Provide options for self-regulation
- Provide multiple means of representation
- To improve this lesson, I want students to be able to show they have met the lesson objective and understand the lesson objective in a fun and creative way (utilizing more technology) besides completing a worksheet. In order to enhance this lesson I decided to add a presentation component to the lesson. Each group will need a device that can digitally record photographs as evidence of their work at each station. This can be modified to allow students to film and justify their work or to use the document camera to create podcasts. You may wish to give them time to create a PowerPoint presentation or other multimedia portfolio of their work.
- To support the checkpoints I would like my students to use iPads, digital cameras, computers, flip cameras, and any EdTech tools to create a presentation of the evidence they have gathered through their investigation.
- In order to promote a greater universal design for learning environment, students will create presentation share the findings of their investigation with the class.