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CAST’s Universal Design for Learning Guidelines – Educator Checklist UDL Guidelines Unit/Lesson: 8.EE.A.1 Laws of Exponents Pt. 1 I. Provide multiple means of representation– Recognition Networks 1. Provide options for perception Offer ways to customize the display of information Offer alternatives for auditory information Offer alternatives for visual information 2. Provide options for language, mathematical expressions, and symbols Clarify vocabulary and symbols Clarify syntax and structure Support decoding of text, mathematical notation, and symbols Promote understanding across language Illustrate through multiple media 3. Provide options for comprehension Activate or supply background knowledge Highlight patterns, critical features, big ideas, and relationships Guide information processing, visualization, & manipulation Maximize transfer and generalization Your Ideas Students will determine a way to represent the problem. Students may choose to represent verbally, with a drawing, or with manipulatives. As students discuss their ideas, the warm-up problems are displayed and referred to. This lesson is heavy in discussion. Students are expected to discuss their findings throughout the main portion of the lesson, the beginning. Your Ideas While the discussion is occurring, the teacher should stop the students periodically to have them explain the vocabulary they are using to be sure everyone understands. The mathematical notation is decoded as a focal point of the lesson. This lesson develops understanding of mathematical notation. Vocabulary should be defined in context. Your Ideas The warm-up is intended to activate background knowledge of exponents. The discussion during the warm-up is designed to highlight the patterns and big ideas to bring students to the point of developing the Laws of Exponents themselves. Throughout the lesson students are examining similarities and differences between examples to refine general rules to apply to similar problems. The warm-up and discussion are designed to guide students through the act of processing the information to develop the laws. By developing the laws based on their own findings, they are more likely to be able to use them at a later date rather than the teacher simply telling them the laws. II. Provide multiple means for action and expression - Strategic Networks 4. Provide options for physical actions Vary the methods for response and navigation Optimize access to tools and assistive technologies 5. Provide options for expression and communication Use multiple media for communication Use multiple tools for construction and composition Build fluencies with graduated labels of support for practice and performance Your Ideas Use Think-Pair-Share to allow students time to reflect, listen, and share out. Students that need calculators can use them during this lesson. Students will have access to manipulatives and graph paper as needed. Your Ideas Students start with work they are able to do based on prior knowledge. Then, they develop their own rules to create their own problems to solve in pairs. Lastly, they are expected to work backwards to create expressions that © 2011 by CAST. All rights reserved. APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author CAST’s Universal Design for Learning Guidelines – Educator Checklist have a specific answer. 6. Provide options for executive functions Guide appropriate goal setting Support planning and strategy development Facilitate managing information and resources Enhance capacity for monitoring progress Your Ideas Allow students to make predictions on the law and refine it as they are provided with more examples. Record students responses on the board rather than just discussing ideas. Students are put into pairs so they can monitor their own progress, as well as their partners’. III. Provide multiple means for engagement - Affective Networks 7. Provide options for recruiting interest Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions 8. Provide options for sustaining effort and persistence Heighten salience of goals and objectives Vary demands and resources to optimize challenge Foster collaboration and community Your Ideas Students could choose their own groups for discussion. Students work with one peer to minimize the threat of the whole class watching while students gain confidence. Your Ideas The lesson begins by activating prior knowledge and moves to building on more difficult concepts. Options for differentiating based on student readiness are built into lesson. Students are required to discuss in pairs/groups, and as a class. Increase mastery-oriented feedback 9. Provide options for self-regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection Your Ideas By figuring out the laws for themselves rather than being given notes and practicing, students are able to take ownership and celebrate when they have figured out the rule. Class discussions will help students to stay on track by guiding them towards the correct answer The exit ticket can be used to help students self-assess their knowledge. © 2011 by CAST. All rights reserved. APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author