1. Clearly defined goals: think about what goals NEED to be reached? Defining goals clearly provides direction for both the teacher and the student.
2. Flexible versus Constrictive learning goals: flexible goals allow learners to meet the goal in many different ways and constructive goals limit how the learner can meet the goal; The teacher can choose which they want
3. Concentrate on purpose not activities: the focus needs to be on the purpose of the lesson and not the activity that is planned; I would think about the purpose before even planning an activity
4. Design with assessment in mind: think about how you will evaluate the goal while writing the goal; this can allow teachers to better link lessons to each other and provide a full education
5. Standards provide purpose: the standards should be carefully examined to see what goal can be taken from them; the standard is not the equivalent to the goal
6. Content versus performance standards: Content standards specify what content (what a student needs to know) at grade level and performance standards measure how well the student meets the content goal; both should be included in goals throughout the year
7. Take into account the type of learning goal: goals can be designed to help a student with a skill, knowledge (content), or even beliefs; it is important to know which is needed when designing the goal
8. Recognize barriers: While it may be better to provide and open ended method for achieving a goal, it is sometimes important to provide a specific method to teach a skill; think about what needs to be taught and how each student would best learn it
9. Share learning goals with learners: include the students in the goal planning process; tell them the goal (write it on the board) and get their feedback to keep them engaged in learning
10. Write SMART goals:
S- specific to a student-based outcome
M- measurable by providing timely evidence
A- attainable by all students within reasonable time
R- results oriented
T- time bound and regularly measured
Learner Variability greatly influences my lesson planning. I have learned that I need to plan my lessons to reach a wide variety of students. I need to provide multiple means of representation and allow students to take the lead in their own educations. Students need to be held responsible for and trusted with decisions about their education and part of that is deciding how to learn.
Citation:
Your UDL Lesson Planner by Patti Kelly Ralabate
2. Flexible versus Constrictive learning goals: flexible goals allow learners to meet the goal in many different ways and constructive goals limit how the learner can meet the goal; The teacher can choose which they want
3. Concentrate on purpose not activities: the focus needs to be on the purpose of the lesson and not the activity that is planned; I would think about the purpose before even planning an activity
4. Design with assessment in mind: think about how you will evaluate the goal while writing the goal; this can allow teachers to better link lessons to each other and provide a full education
5. Standards provide purpose: the standards should be carefully examined to see what goal can be taken from them; the standard is not the equivalent to the goal
6. Content versus performance standards: Content standards specify what content (what a student needs to know) at grade level and performance standards measure how well the student meets the content goal; both should be included in goals throughout the year
7. Take into account the type of learning goal: goals can be designed to help a student with a skill, knowledge (content), or even beliefs; it is important to know which is needed when designing the goal
8. Recognize barriers: While it may be better to provide and open ended method for achieving a goal, it is sometimes important to provide a specific method to teach a skill; think about what needs to be taught and how each student would best learn it
9. Share learning goals with learners: include the students in the goal planning process; tell them the goal (write it on the board) and get their feedback to keep them engaged in learning
10. Write SMART goals:
S- specific to a student-based outcome
M- measurable by providing timely evidence
A- attainable by all students within reasonable time
R- results oriented
T- time bound and regularly measured
Learner Variability greatly influences my lesson planning. I have learned that I need to plan my lessons to reach a wide variety of students. I need to provide multiple means of representation and allow students to take the lead in their own educations. Students need to be held responsible for and trusted with decisions about their education and part of that is deciding how to learn.
Citation:
Your UDL Lesson Planner by Patti Kelly Ralabate