Creating a UDL Instructional Plan

Edu 620: Meeting Individual Student Needs with Technology

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Date

**Lesson Overview **

Title: Addition spread

Author: Faye

Subject: Math

Grade Level(s): Pre-K–2

Duration: 65 minutes

**Unit Description **

The content that I intend to deliver to my first grade class is single digit addition. We will focus on addition and place value relationships. First fifteen minutes of class I will provide instruction on how to complete the assignment. The next thirty-five minutes will be for the students to practice & complete the five math problems. The next step will be for the students to draw a line and put O for ones and T for tens, identify the place value of the problem and last the reward is to color the worksheet by following color code. The last fifteen minutes I will walk around an asset the students work, identify which students are struggling and who is advanced so I can provide the support each individual need. The content that I’m delivering is addition problem solving. The knowledge the student will gain

**Lesson Description for Day **

My lesson today will include the concepts related to addition, identifying place value along with a coloring table that will help the students understand the content. The word addition means to add together or when adding multiple numbers, the place value of tens and ones. The addition and coloring of the spread will help with identifying numbers and colors; will focus on how to add color to create a spread by completing the addition color code chart.

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**State Standards **

CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

**Goals Unit Goals:**

The content to be addressed and delivered to students involves addition, place value and color code charting. Finding the sum and locating the number in the ones and ten place value. Students will understand how to identify and where to place the numbers at place value, use the knowledge gained on the relationships of place value and color. The student will be able to apply the gained information in solving real life problems.

By the end of this assignment students will be able to accurately identify and determine the sum of single digit addition, know the place value of ones and tens, the students will be able to identify and translate the difference between placement values and identifying and following color code coloring. The assignment can be extended by adding more numbers to move the students from single digits to double digits additions also expanding the place value to hundreds.

**Lesson Goals:**

At the end of this assignment the first grade students should be able to add single digit numbers by the end of the lesson, the students should be able to accurately add one digit numbers and began the process of double digit addition and placement of place value properly as well as applying useful knowledge gained in other areas of mathematics the student must be able to count from zero to twenty in order to complete this assignment successful. If the students haven’t mastered their counting skills I will have to allow them more time and assistance throughout this assignment.

**Methods Anticipatory Set:**

The lesson that I will provide will have a variety of additions and numbers to deliver the planned instructions by identifying the one and ten place value, identifying colors by using a color code chart to achieve learning for students and address the needs of all students through technology and learning. Includes the motivation and introduction of your lesson; it is the attention getter for the lesson. This gets the attention of the students and generates interest by creating a need to know. Obviously if the students are ready to learn, you will not need to spend a great deal of time getting them interested.

**Introduce and Model New Knowledge: **

I will be using basic math concept for addition, using 1 digit number math problems that is easy for them to understand. Using different digits by following the steps provided.

8 2=10 on the spread there are 8 red circles and 2 blue circles. How many circles are there total? To feel more comfortable you can use your tools to count. You have crayons, pencils, erasers or blocks add the largest number to the lowest number to get your answer. Add 8 and then add 2 to get the total. Once you get the total you can determine the place value of the number in the ones column there would be and in the tens column there will be 1 and the ones value there will be 0 then the students will color their quilt by using color code numbers to complete a colorful spread. This is equipped for all learners.

**Provide Guided Practice:**

For accommodations I would make sure to extend time for the students who need it.

I will have the students to pair up and work in groups so they can help each other, allow the students to work individually to meet the students need. For the students that is hard of hearing I will set the problems up in a webex where the student can do their work through the computer system or set them through a video presentation. I will observe the students to see who need help by looking at their faces to see signs of struggles. The students that are hard of hearing I will set them up with headphones and a recorder so that they will be able to hear the assignment and understand the details. The students that are hands on I would need to have them place the rings in front of them physically allowing them to pick up the rings and add them together to get the answer, for my English langue learners they will have assistants helping with complications last for the students that has problems using their hand I will have them using text to speech on the computer so they can get their work completed.

**Provide Independent Practice:**

To review I will form groups of four at a time visiting their tables so I can see how the students are coming along independently, allowing the students their space for learning their way, I will explained the rationale. I will use picture, patterns, colors, audio, microphones, objects and numbers. Those whom are using the computer for learning will use enlarged font sized for students that have problems seeing because all students learn different I will address different styles and abilities. Going over all learning styles and reviewing with each group for five minutes to ensure students are learning leaving no students left behind.

**Wrap-Up **

As a teacher I will review the material and make sure the students understand the work they have in front of them. The students are to add single digit number and place the answer in the proper place value and color the spread by coloring certain number a specified color on the spread. The concept is to solve the single digit math problem by getting the sum and placing the amount in the proper place value and complete the spread by coloring the sections using a color code chart.

**Summative/End Of Lesson Assessment:**

I will assess using summative assessment the students will be paired up but required to do their work on their own. Because I want to measure the learning of the student’s ability, understanding of the assignment therefore I will go around the class for the student to demonstrate what they know from the materials provided from this assignment. What the summative assignment will do is inform me on the students ‘performance and provide information regarding gaps in learning on the materials that we have been working on. Some students may require extra time while others may perform well and have moved on to double digits

**Materials**

The materials needed will be the worksheet, circle, crayons and creative thinking skills

**PART TWO: SUMMARY**

**How does your lesson serve as motivation for learners?**

For a new teacher or a teacher in training it’s difficult trying to figure out the best way to motivate students. If teachers don’t figure out the best way to engage and motivated the students they will lose interest in the subject that you’re teaching. The information being taught to the student will not be remembered because the student is not interested or perhaps the student could have a learning impairment that will reframe them from obtaining and learning the information.

This lesson plan serves as a motivation for learners of all learning styles because it includes principles of Universal Design for Learning by delivering the materials clearly and effectively to motivate learning. The assignment will have a variety of strategies that has been introduced through UDL principles of representation, expression and engagement along with the previous knowledge the students hold.

UDL states it provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone–not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs (UDL, 2012).

The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge. Decades of cognitive science research have demonstrated that the capability to transform accessible information into useable knowledge is not a passive process but an active one (CAST, 2012).

How this lesson motivates student learning is first build on the skills that the students have already mastered this will help the student condense. Starting off the lesson with skills that students have already mastered will help ease them into the new lesson. As an instructor it’s our job to apply the knowledge that the student currently have and build small goals of achievement once the goals are completed have the student set another goal that is achievable, once completed it motivates students to want to achieve more.

This lesson is also motivating because its math and we can turn it into a game or coloring project. The lesson that is presented is a math coloring project. Coloring motivates students to want to participate, this lesson helps the student learn addition, place value placement and the reward is in the end it’s a coloring project. The project consists of coloring the bed spread certain colors. Once the spread is complete the students will a red heart in the middle of the spread.

**How does your lesson stimulate critical thinking in your students?**

Students usually use their critical thinking skills when the start to problem solve. This lesson stimulates critical thinking skills because before we actually do the lesson as a class we will review, go over adding single digits and finding the sum. When it’s time to do math the students will meet on the green rug with addition and subtraction signs. We will than review what we have learned previously. We will use flash cards, building blocks, crayons, cars each other to add the number to identify the sum. The teacher will pick and choose several students to come up and comb the task. The student will than add the blocks together to get the total. If the student used eight red blocks and four blue one what is the total 10 in all, than place in the proper place value of ones and tens, the student that has been chosen to review the problem discus the outcome and how they figured out the answer by adding the entire group of block together.

To use critical think as a teacher we will question the students to see how many agree with the answer, how many students find their answer the same way and is it correct, ask the students that found the answer a different way to share the way they found the answers, provide the material used weather its pictures, numbers or oral discussion the student need to explain how they got the answer.

The students will also problem solve by finding the solution to the problems. Problem solving will be used in their everyday lives. Solving problems is another word for challenges which with 21st century learning we strive to solve by researching and identifying the objects involved. Critical thinking involves the student trying to figure out what’s the problem, research their knowledge bank to see if they have ever had this problem before. Critical thinking allows the students to collaborate in groups to problem solve as a team.

**How does the lesson model a non-threatening environment? **

This lesson plan models a non-threating environment because in this class we will never put a student down for trying by embarrassing them when they answer or ask a question whether the question is correct or incorrect, I will allow and address feedback from students, this class will support all learning styles by providing support to the student that’s in need, advancing the student when in need as well as being polite to others, all students would or should feel safe and ready to learn when entering this class, as an educator I will always focus on the student’s strengths and abilities when asking a student to reply to a question to avoid embarrassment, make sure the class has enough physical space to avoid confutations & clutter-ness, always show sensitivity to protect the student’s confidence and esteem. Providing a positive room temperature, and lighting for all students, keeping our classroom respectful and offer words of encouragement daily when we provide a non-threating classroom our students are not afraid of failure.

**Providing differentiated learning opportunities without isolating students?**

Our text states differentiated instruction is current educational practices which standardize curriculum; instructional methods, assessment (C–I–A), and time appear to be inadequate to produce high academic achievement by diverse learners. Differentiation provides multiple pathways for students to achieve instructional goals (Edyburn, 2013)

The first step in differentiating is acknowledged that the students all learn different. There is no more one size fits all teaching in the 21st century. My classroom lesson will be designed with many approaches to meet the needs of all learners. I’m working on a use it or lose it approach. Which means the more ways to learn the stronger they process and retain the information provided.

You have to plan for differentiated instructions. You plan the time, the material, your strategies, evaluation and assessments that are involved. The goal is to provide instructions for all learners. Allow individual learning such as permitting the student a quite workspace, choices, of technical devices like headphones for hard of hearing students, magnifier screens for students with visual problems, devices such as text to speech for students with difficulties using their hands, provide extra lighting when in need, provide extra help to students in need, provide collaborating activities, accessing learning centers, addressing prior knowledge of what is known and what you are teaching, include the instruction. With technology, the use of projectors,

White boards, web-ex, recorders, computers, and calculator, allow choices and provide options for students with learning disabilities extra time when doing assignments, allow the students to present a group activity. There are so many opportunities when providing differentiating instructions the goal is not to isolate the students (**Cast****, 2012)**

**Reference:**

http://www.corestandards.org/Math/Content/1/OA/** Retrieved December 21, 2015**

**Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.**

http://lessonbuilder.cast.org/create.php?op=edit&pid=44333** Retrieved December 22, 2015**

http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g3http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g3** Received December 20, 2015**