Lesson Plan Review & UDL Application

Lesson Plan Walk-Through and Expectations

  • Comprehensive reading required

    • Students should read through the entire lesson plan or script, including sections that may appear to be stage directions or teacher prompts (e.g., the parts labeled with a t for “teacher”).
    • These embedded prompts clarify exactly what the teacher says and does; skipping them would omit critical instructional context.

  • What the teacher (t) does and says

    • Example prompt cited: “Please sort all the pictures into two groups, count the things that are in this group.”
    • Such lines reveal the pedagogical sequence (e.g., instruction → student action → feedback) and must be examined to see how learning is facilitated.

Identifying Universal Design for Learning (UDL) Components

  • UDL lens

    • As you read, evaluate whether each teacher action or material choice reflects UDL principles—e.g., multiple means of representation, engagement, and expression.
    • Flag or annotate each spot where UDL appears or is missing so you can later summarize how inclusive and accessible the lesson is.

  • UDL worksheet/task

    • After reviewing, you will “put it all in here,” i.e., transfer the observed UDL practices into a dedicated template or table provided in the assignment packet.

Objectives, Materials, and Preparation

  • Objectives

    • Verify whether explicit learning objectives are listed.
    • If objectives are implied but not written, write them out yourself for clarity.

  • Materials

    • Check whether the lesson includes a complete list of materials. Example given: picture cards needed for the grouping activity.
    • If the teacher only mentions materials verbally (e.g., “we’re going to have picture cards”) but doesn’t provide a list, add a list yourself.

Assessment Considerations

  • Identify the assessment strategy
    • Determine how students will demonstrate mastery (e.g., counting correctly, sorting accurately).
    • Note whether there is a formative or summative check and how it aligns with objectives.

Case-Study Student Selection

  • Choose one learner
    • You must “pick a case study student” from the class to analyze how the lesson meets—or fails to meet—that learner’s needs.
    • Although not explicitly detailed in the transcript, this step “comes in handy,” implying it will support later reflection or differentiation plans.

Reading Guide Utilization

  • Reference tool
    • A “reading guide” is available to help navigate the lesson plan.
    • Use it to systematically locate objectives, UDL elements, assessments, and materials, ensuring nothing is overlooked.

Practical Workflow Summary

  • Read EVERYTHING in the lesson script—including teacher cues.
  • Identify objectives, materials, UDL practices, and assessments.
  • Fill out the provided UDL template with all observations.
  • Select a single case-study student for targeted analysis.
  • Apply the reading guide for structured evaluation.

Conversational Notes & Etiquette

  • Clarifications were made collaboratively (“We all put the UDL in the … and put it in here”).
  • The instructor closed with polite acknowledgments (“Thank you… You too”).

Implications & Next Steps

  • Careful documentation ensures the lesson can be replicated, evaluated, and improved.
  • Explicit UDL mapping supports equitable access for diverse learners.
  • Case-study analysis deepens understanding of differentiation and may inform future lesson redesigns.