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UDL Learning Assignments

Magen Douglas

Georgia Southern

FRIT 7235 : Digital Learning Environments

Dr. Kim

March 26, 2023

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Quiz 1 : Quizizz

Quiz 2: Edulastic

Rubric 1: QuickRubric for Video Presentation

Rubric 2: QuickRubric for Choice Board

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Standard & Learning Objectives:

Standard:

MGSE6.NS.6 Understand a rational number as a point on the number

line. Extend number line diagrams and coordinate axes familiar from

previous grades to represent points on the line and in the plane with

negative number coordinates.

Learning Objectives:

Understand signs of numbers in ordered pairs as indicating locations in

quadrants of the coordinate plane.

Recognize that when two ordered pairs differ only by signs, the locations

of the points are related by reflections across one or both axes.

Find and position pairs of integers and other rational numbers on a

coordinate plane.

Plot points on the coordinate plane.

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Activity 1: Coordinate Plane Battleship!

Activity: Students will partake in a “Which One Does Not Belong?” activity and

collaboration session then will play BattleShip against each other to practice graphing

on the Coordinate Plane.

Principle 1 Representation (WHAT):

Facet 1: “Some basic additions to regular written text and vocal directions, you

can help students (including those identified with a disability and those who

struggle) to not only fully access the material, but also begin to build on their

knowledge and problem-solving capacity” (Mrachka et al, 2020, p. 23). Written

and spoken directions are included in addition to a visual schedule that outlines

the expectations of the students as suggested. The instructions to the game

portion of the lesson includes visuals and audio as well. This game can also be

played individually against the computer which is an additional option for

students.

Facet 2: Prior knowledge will be activated through the opening activity of “Which

One Doesn’t Belong?” As the students are shown four coordinate plane graphs,

they will decide which one does not belong and have to justify their decision.

Students will be given the opportunity to discuss their thoughts and question

others during this time.

Principle 2 Action and Expression (HOW):

Facet 3: The game can be completed through a hard-copy activity which requires

writing or through the Desmos platform that allows students to type in their

answers. The students can also play the interactive game version which does not
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require a partner. The technology also allows for students to use the

“speech-to-text” option.

Facet 4: There are options for how the students participate through the use of

technology or not.

Principle 3 Engagement (WHY):

Facet 5: “Implementing game-based learning has proven to be an effective means

for student learning” (Hunt et al., 2022, p. 93). This entire learning module is

game based and engages students.

Facet 6: The entire lesson is built around collaboration and communication.

Students start with discussions with the “Which one does not belong” activity and

this continues throughout the gameplay as they seek to sink each other's ships.

Built in activities for engagement

Different activity types for

This allows for participation tracking as well formative assessment.

In module 7.5, the students are given a ChoiceBoard assignment. This aligns

with both UDL and the TPACK framework. As you can see the options that

are available to students here. In addition, this brings in the rubrics

assignment from the course.

Part of this assignment is scoring a peer's work. This adds even further

collaboration opportunities.
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Activity 2: Coordinate Plane Choice Board

Instructions:

● You will complete items from the choice board based on how many points you

need due to your grouping. Please make sure that you utilize the rubric as a

self-checking guide to assure that you get the appropriate amount of points.

● The pink column has activities that are worth 1 point each. The orange column

has activities that are 2 points each. The green column has activities that are 3

points each.

● Group 1: You need a total of 3 for the sum of all three boxes when added.

● Group 2: You need a total of 5 or more for the sum of all three boxes when

added.

● Group 3: You need a total of 8 or more for the sum of all three boxes when

added.

● You may select to work with a partner. If this is the case, you must achieve a total

of 10 points total.
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Activating Prior Knowledge:

Quick Jot- Students will be given 30 seconds to write/type/or record everything they can think of about the coordinate plane unit that we have worked on over the unit.

1- Practice Problems (Understand) 2 - Coordinate Plane Escape Room (Application) 3 - School or Neighborhood Map (Create)

Use the Delta Math platform to complete 10 problems Complete the escape room activity that requires Create a map of your school or neighborhood on a
that require graphing on the coordinate plane. knowledge of graphing on the coordinate plane. coordinate plane with illustrations. Represent each
classroom or place as an ordered pair.

Technology Option: Google Form in Google Classroom Technology Options: Canva, Explain Everything, Google
Hard copies of this are also available. Slides, Prezi

1 - Error Analysis (Understand) 2- Writing Task (Evaluate) 3 - Test Maker (Create)

Identify and explain the error in the problems then Solve the three given problems then defend your Create a test with an answer key that covers graphing on
solve the problems correctly. answers by writing a letter to the teacher explaining the coordinate plane. At a minimum, the test should
your methodology during the process. have 12 questions and cover graphing in all four
quadrants.

Technology Options: Canva, Google Slides/Docs, Technology Options: Canva, Google Slides/Docs, Technology Options: Google Forms, Quizizz, Blooket
Explain Everything Explain Everything

1 - Match Book Vocabulary (Knowledge) 2 - Flow Chart (Apply) 3- Instructional Video/Presentation with
Practice (Create)
Create seven match books where you Create a flowchart that walks through the steps for
define and a draw a model of the following graphing ordered pairs in the coordinate plane. Make Create a video or presentation for students to learn
vocabulary words: x-axis, y-axis, sure to include an example that shows the application of about graphing on the coordinate plane. Make sure that
coordinate plane, point, origin, and your flow chart. you include some practice opportunities for students
coordinate point. such as questions, exit tickets, or even a puzzle or maze
like we often use in class.
Technology Options: Quizlet, Quizizz, Canva, CRAM
Technology Options: Canva, Bubbl.us, Popplet Technology Options: Flip, Canva, Google Slides, Prezi,
JamBoard
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Principle 1 Representation (WHAT):

Facet 1: The choice board assignment given has auditory instructions for each

textual piece. There is also an instructional video that explains each assignment

for the students.

Facet 2: Students activate prior knowledge before beginning the assignment

through a quick jot activity that allows them 30 seconds to spill out everything

they know about the coordinate plane.

Principle 2 Action and Expression (HOW):

Facet 3: Students have the following options during the prior knowledge

activation: to write, draw, and/or record video/audio through the FLIP platform.

Facet 4: Students will be given a choice board in which they get to select ways to

show their mastery of the standard. Each section of the choice board comes with

options for completion that include pencil/paper as well as technological

resource suggestions. Students are also allowed to select other methods or

instructional technology to complete their chosen squares as long as they have

prior approval from the teacher.

Principle 3 Engagement (WHY):

Facet 5: The students have the opportunity to choose their activities within this

module. This alone supports student engagement according to research.

“Evidence base for instructional choice is strong, demonstrating an increase in

desired academic behaviors and decrease in disruptive behavior” (Royer et al.,

2017). This is further supported by Mrachko et al (2020) with “when students

feel empowered in their learning, they are less likely to engage in disruptive
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behavior because they are more invested in the academic behavior we want to

see” (p. 31). The choice board for this activity also includes real-world learning

and creating activities that have been shown to increase student engagement

through relevance.

Facet 6: “Fostering collaboration can generate new ideas, consolidate

understanding, generate ideas for building relevancy, and offer the opportunity

for active processing” (CAST, 2016). The reading of this article prompted the

opening activity as well as the closing. In the opening, students complete a quick

jot then share with others. Students are also offered the option to work with a

collaborative partner. The closing of this assignment will be to review one of the

“create” activities from another student/group and provide feedback. This

provides multiple opportunities for students to collaborate.

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Reflection

1. Can the UDL guidelines be meaningfully implemented without modern

technology?

a. Yes, I believe that the UDL guidelines can meaningfully be implemented

without modern technology. According to the CAST website, “Universal

Design for Learning (UDL) is a framework to improve and optimize

teaching and learning for all people based on scientific insights into how

humans learn.” Therefore, it is not a requirement to implement with the

use of modern technology, but it would not be the most effective approach

to take. As the UDL framework seeks to use variability to allow flexibility

within instruction, modern technology enhances the capabilities of the

teacher to do so.

2. Does technology used in the unit improve students’ comprehension and

information processing?

a. The technology used in both units definitely improves students’

comprehension and information processing. UDL enhances the learning

process through specifications on WHAT, HOW, and WHY. As educators

encounter students with different learning styles and/or disabilities, there

are multiple benefits of technology alongside the UDL framework. For the

particular lessons within this module, all students are presented with

information in multiple ways (visual, auditory, etc.) that help students

consolidate learning experiences and expectations. The technology assists

in other ways as well as providing frequent feedback, collaboration

opportunities, and risk-taking support.

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3. Does technology used in the unit help students stay engaged in their lessons?

a. The technology in this unit helps students stay engaged through

gamification as well as providing platforms for students to create. As

stated in the research, “evidence base for instructional choice is strong,

demonstrating an increase in desired academic behaviors and decrease in

disruptive behavior” (Royer et al., 2017). The flexibility that is created by

the use of technology is the primary goal of UDL.

4. Did you provide alternative options for completing assignments with different

media (e.g., video production, cartoon production, audio podcasting)?

a. There are alternative options built into both assignments. For the first

assignment, the students have the options on grouping as well as on

platform choice. The second assignment has a multitude of options from

selecting grouping to assignment type to how to complete each

assignment. The students also have the option to present and use their

own ideas for use, if they wish.

5. Did you provide options that increase the relevance and authenticity of

instructional activities (e.g., using virtual fields to teach social studies,

community activities to teach history, family traditions to teach writing)?

a. Relevance and authenticity were increased through real-world

applications, opportunities to create, and choice. As students apply the use

of mathematical concepts to the real-world, relevance and authenticity are

increased as they are able to make connections to their own world. In one

activity from the choice board, students are able to write about their

learning experiences and highlight what they found relevant in relation.

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6. Did you provide options that encourage collaboration and communication (e.g.,

role-playing, mentoring activity, think-pair-share)?

a. Multiple opportunities were provided for students to collaborate and

communicate. In the first assignment, the students are able to collaborate

and communicate through the opening activity as well as through the

entire learning experience, if they select to work with a partner. In the

second assignment, the students have the opportunity to take on various

roles to become “creators.” Students also are provided with opportunities

to provide feedback to other students on their creations and even complete

some activities that are produced by other students.

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References

Mrachko, A., & Vostal, B. (2020). Using the “Universal Design for Learning” Framework

to Plan for All Students in the Classroom: Engagement through Choice.

Elementary STEM Journal, 25(2), 29–31.

Hunt, J., Taub, M., Marino, M., Duarte, A., Bentley, B., Holman, K., & Banzon, A.

(2022). Enhancing Engagement and Fraction Concept Knowledge With a

Universally Designed Game Based Curriculum. Learning Disabilities -- A

Contemporary Journal, 20(1), 77–95.

CAST (2016). UDL Tips for Designing an Engaging Learning Environment. Wakefield,

MA: Author. Retrieved from

https://www.cast.org/products-services/resources/2016/udl-tips-designing-eng

aging-learning-environment.

Mrachka, A. (2020). Using the Universal Design for Learning Framework to Plan for All

Students in the Classroom: Representation and Visual Support. Elementary

STEM Journal, 25(1), 22–24.

Ertmer, Peggy & Newby, Timothy. (1996). The expert learner: Strategic, self-regulated,

and reflective. Instructional Science. 24. 1-24. 10.1007/BF00156001.