1. Warm Up - Sponge Activity Work as a team to put the parts of the Madeline Hunter Lesson Plan in the correct sequence. 5 minutes
Objective: After reviewing UDL & Differentiation vocabulary, teacher candidates will be able to differentiate between universal design for learning and differentiation strategies by earning 80% on a UDL vs Differentiation Quiz.
Week 2 UDL & Differentiation
EDSS 511 Anne René Elsbree

2. LITERATURE CIRCLE + 30 = 35 minutes
Pull out your management book, lit circle role assignment & a device.
Meet with school team
Go in to your forum to access each person’s lit circle role assignment
Share each role in order 5 minutes for each:
 Discussion Director: Lead discussion of five questions. 1 minute for each question.
 Illustrator: Study picture quietly for 1 minute and write down ideas, and then director ask for team to share comments before explaining what the drawing meant to the artist.
Literary Luminary: Luminary reads 1 quote at a time and leads a conversation. 1 minute for each quote.
Connector: Connector shares a list of five connections found in this section of reading and explain them. The group then adds their own ideas and connections. 
Vocabulary Enricher: Enricher teaches five new vocabulary words in the reading perhaps through a game, context clues, dictionary search…  
+30 = 35 minutes

3. Universal Design for Learning +5 = 40 min
+35 = 1 hour and 10 minutes

4. UDL Representations +5 = 45 min
Which of the 5 Multiple Representations for Universal Design for Learning helped you understand the concept of UDL best?
Definition
Primary Principles
Cartoon
Video
Peer Reviewed Article

5. Class Profile +5 = 50 min Go to the Class Profile webpage:
2. Download Class Profile – Context for Learning Word Doc
3. Preview what is included in the document.
4. Identify 1 student in your class that has an IEP/504 Plan
5. Identify 1 English Learner
6. Identify another student that struggles
7. We will focus our attention on these three students.

6. Universal Design for Learning Examples
+10 = 1 hr 1. Read Active Involvement Techniques 2. Identify 1 technique that you could incorporate this week 3. Scroll Down & read Cooperative Structures for Processing 4. Identify 1 structure you could incorporate this week

7. Think – Ink – Pair – Share

8. UDL vs. Differentiation Quiz Think, Ink, Pair, & Share +5 = 1 hr 5 m
1. What is probably the best reason for taking a closer look at UDL applications? Select one: a. The dropout rate in American schools is improving. b. There are more students from poverty in schools today. c. There are more bilingual students in schools today. d. All students in today's schools must have access to the general curriculum and be accountable for progress in it.

9. Think, Ink, Pair, & Share +5 = 1 hr 10 m
2. If the assignment is to read a text, what is an example of integrating UDL into the lesson to support many learners?
Select one:
a. Provide the text in at least three languages
b. Provide a SMART board, a document camera, and multiple iPads in the classroom.
c. Provide a paper copy, a digital copy with text-to-speech software, and a closed caption video
d. Provide a Co-Teacher to read the text aloud to any of the students who would like that as a support.

10. Think, Ink, Pair, & Share +5 = 1 hr 15 m
3. The goal of providing multiple means of engagement is to enhance student involvement' Select one: a. True b. False

11. Think, Ink, Pair, & Share +5 = 1 hr 20 m
4. Differentiated Instruction and UDL have the following in common except:
Select one:
a. different approaches to teaching and learning are considered.
b. curriculum is not adjusted in both approaches.
c. they are both based on similar principles.
d. all students are challenged to show progress.

12. Think, Ink, Pair, & Share +5 = 1 hr 25 m
5. Expression is: Select one: a. the "why" of learning. b. the "what" of learning c. the "how" of learning.

13. Think, Ink, Pair, & Share +5 = 1 hr 30 m
6. What is the first thing a teacher should do when planning for UDL? Select one: a. Adapt for different reading levels. b. Look at the strengths and the needs of each learner. c. Gather a variety of materials on the topics to be presented.

14. Think, Ink, Pair, & Share +5 = 1 hr 35 m
7. An example of representation is: Select one: a. a student produced Power Pt. of a book report. b. showing a video clip related to the topic being taught. c. allowing student to work independently. d. allowing students to work in groups.

15. Think, Ink, Pair, & Share +5 = 1 hr 40 m
8. True or False: UDL has the potential to impact academic opportunities for a few students. Select one: a. False b. True

16. Think, Ink, Pair, & Share +5 = 1 hr 45 m
9. Differentiation is based on the student's: Select one: a. interests b. learning profile c. interest, learning profile and readiness level d. readiness level

17. Think, Ink, Pair, & Share +5 = 1 hr 50 m
10. Universal Design for Learning is: Select one: a. only for students who are gifted. b. focused on retrofitting the curriculum to make it work for all learners. c. only for students who have identified disabilities. d. based upon the basic principles of universal design in architecture.

18. Lesson Plan Design 5 minutes = 1 hr 55 m
Pick a lesson to design
Pick 1 student that you will focus on for your lesson
What do you know about this student’s readiness, interests/talents, & learning profile?
Choose if you want to focus on the content, process, or product of lesson?
Find one other student that wants to focus on the same area and move to sit next to them for this part of activity.
+5 = 1 hour 15 minutes

19. CONTENT 30 min = 2 hr 25 min What is the content of this lesson?
Who in your class will struggle with the content material?
What is key vocabulary?
Who may not know vocabulary?
How could you teach vocabulary?
How could you design content support with specific students in mind?
30 minutes = 1 hour 45 minutes

20. PROCESS 30 min
1. What is the student activity for lesson? 2. Who may not be able to do the activity independently? 3. Who may need extra support? 4. How could you model activity? 5. How could you provide clear instructions? 6. How could you use a graphic organizer? 7. Identify what students will write on graphic organizer. 8. Design process support with specific students in mind.

21. PRODUCT 30 min What is the assessment – product?
What will a product need to look like for meeting the objective? What will the evidence look like when the student meets the objective?
Who would struggle with this assessment – product?
What would you need to clarify about expectations?
What models could you provide?
What descriptions could you provide in a rubric to clarify expectations?
How could you design product support with specific students in mind?

22. HOMEWORK +5 = 2 hrs 30 min
Read Content & Process Pages on Secondary Differentiation Website
Read Active Cooperative Webpages
Read the Graphic Organizer Webpage
Bring Vocabulary Words for a lesson plan
In class post your Vocabulary Words, UDL Materials & Vocabulary Activity Sequence
+5 minutes = 1 hour 50 min