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In the main body of the lesson, Mrs. Jones engages the students in the core content and concepts, and she engages them in practice and/or producing work products.
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Traditional Approach
Research
Students read the textbook chapter on the selected border state. Find out about the state resources, boundaries, topography, and populations centers. Students are required to use at least one outside resource. Student groups must also take written notes to support their research work.
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UDL Approach
Research
- Provide multiple means to access resource materials
- Scaffold reading with supports for decoding and vocabulary.
- Support reading strategies with cooperative working groups (e.g., paired reading, discussion sessions).
- Consider alternate means for note taking. (e.g., audio recorded summary, electronic note taking).
- Scaffold note taking by allowing students to use a graphic organizer with information prompts built-in (e.g., Name of state, land mass, geographic location).
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The school policy to focus on reading is beneficial for reading instruction and well received by the faculty. However, teachers are challenged to provide good lessons that can reach diverse groups of students in other content areas.
Review the student class profile and determine what resources and materials are accessible to provide alternate means for students to access the information.
Investigate whether alternate forms of the textbook, such as digital or audio formats, are available and what reading supports might possibly be used to help struggling readers.
Prepare partially-constructed note-taking tools for students who have difficulty taking or organizing notes.
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