Differentiating instruction to meet the needs of all students in the classroom should be part of every teachers instructional strategy. There are many techniques that
Assessment Description
Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework.
Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study.
Refer to “The UDL Guidelines,” the topic Resources, and your research to create an 8-10 slide digital presentation that addresses the following:
- Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities.
- Describe the UDL guidelines of engagement, representation, action, and expression.
- Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities.
- Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas.
- Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework.
- Title slide, reference slide, and presenter's notes.
Support your presentation with a minimum of three scholarly resources.
Universal Design for Learning Approaches – Rubric
Applying UDL Principles 11.25 points
Criteria Description
Applying UDL Principles
5. 5: Target 11.25 points
Explanation of how applying UDL principles in the educational setting can address
the needs of all students is comprehensive and in-depth.
4. 4: Acceptable 9.79 points
Explanation of how applying UDL principles in the educational setting can address
the needs of all students is complete and includes relevant supporting details.
3. 3: Approaching 8.33 points
Explanation of how applying UDL principles in the educational setting can address
the needs of all students is cursory and is missing key supporting details.
2. 2: Insufficient 7.76 points
Explanation of how applying UDL principles in the educational setting can address
the needs of all students is inaccurate and lacks relevant supporting details.
1. 1: No Submission 0 points
Not addressed.
UDL Guidelines 11.25 points
Criteria Description
UDL Guidelines
5. 5: Target 11.25 points
Description of UDL guidelines of engagement, representation, action, and
expression is insightful.
4. 4: Acceptable 9.79 points
Collapse All
Description of UDL guidelines of engagement, representation, action, and
expression is accurate.
3. 3: Approaching 8.33 points
Description of UDL guidelines of engagement, representation, action, and
expression is cursory.
2. 2: Insufficient 7.76 points
Description of UDL guidelines of engagement, representation, action, and
UDL Instructional Approaches or Adaptations 11.25 points
Criteria Description
UDL Instructional Approaches or Adaptations
5. 5: Target 11.25 points
The three specific, evidence-based UDL instructional approaches or adaptations
that could enhance the success and promote the growth and development of
students are exemplary and demonstrates best practices.
4. 4: Acceptable 9.79 points
The three specific, evidence-based UDL instructional approaches or adaptations
that could enhance the success and promote the growth and development of
students are clear and appropriate for students.
3. 3: Approaching 8.33 points
The three specific, evidence-based UDL instructional approaches or adaptations
that could enhance the success and promote the growth and development of
students are ambiguous and identify few connections to best practices.
2. 2: Insufficient 7.76 points
The three specific, evidence-based UDL instructional approaches or adaptations
that could enhance the success and promote the growth and development of
students are erroneous and inappropriate for students.
Professional Practice 11.25 points
Criteria Description
Professional Practice
5. 5: Target 11.25 points
Explanation of how UDL and the use of evidence-based strategies can influence and
be used to improve professional practice and student outcomes, including specific
examples to illustrate ideas, is exemplary and includes comprehensive examples.
4. 4: Acceptable 9.79 points
Explanation of how UDL and the use of evidence-based strategies can influence and
be used to improve professional practice and student outcomes, including specific
examples to illustrate ideas, is accurate and provides relevant supporting examples.
3. 3: Approaching 8.33 points
Explanation of how UDL and the use of evidence-based strategies can influence and
be used to improve professional practice and student outcomes, including specific
examples to illustrate ideas, is cursory and supporting examples lack precision.
2. 2: Insufficient 7.76 points
Explanation of how UDL and the use of evidence-based strategies can influence and
be used to improve professional practice and student outcomes, including specific
examples to illustrate ideas, is erroneous and lacks relevant supporting examples.
Additional Resources 11.25 points
Criteria Description
Additional Resources
5. 5: Target 11.25 points
Five links to additional resources related to UDL statistics and approaches ideally
benefit teachers.
4. 4: Acceptable 9.79 points
Five links to additional resources related to UDL statistics and approaches
completely and correctly benefit teachers.
3. 3: Approaching 8.33 points
Five links to additional resources related to UDL statistics and approaches partially
benefit teachers.
2. 2: Insufficient 7.76 points
Five links to additional resources related to UDL statistics and approaches are
incompletely and/or incorrectly benefit teachers.
Title Slide, Slide Notes, and Research Citations 3.75 points
Criteria Description
Title Slide, Slide Notes, and Research Citations
5. 5: Target 3.75 points
Title slide and thorough slide notes are present. In-text citations and a reference
slide are complete and correct. Sources are credible. The documentation of cited
sources is free of error.
4. 4: Acceptable 3.26 points
Title slide and slide notes are present. In-text citations have few errors. References
used are reliable and reference slide lists all cited sources with few errors.
3. 3: Approaching 2.78 points
Title slide, and/or slide notes, and/or reference slide are not present. Sources do
not fully support claims, or sources are not all credible. Sources are documented,
although several errors are present.
2. 2: Insufficient 2.59 points
No title slide or slide notes. Reference slide includes errors and/or inconsistently
used citations. Sources are noncredible.
1. 1: No Submission 0 points
Layout 3.75 points
Criteria Description
Layout
5. 5: Target 3.75 points
The layout is visually pleasing and contributes to the overall message with
appropriate use of headings, subheadings, and white space. Text is appropriate in
length for the target audience and to the point. The background and colors enhance
the readability of the text.
4. 4: Acceptable 3.26 points
The layout background and text complement each other and enable the content to
be easily read. The fonts are easy to read and point size varies appropriately for
headings and text.
3. 3: Approaching 2.78 points
The layout shows some structure but appears cluttered and busy or distracting with
large gaps of white space or a distracting background. Overall readability is difficult
due to lengthy paragraphs, too many different fonts, dark or busy background,
overuse of bold, or lack of appropriate indentations of text.
2. 2: Insufficient 2.59 points
The layout is cluttered, confusing, and does not use spacing, headings, and
subheadings to enhance the readability. The text is extremely difficult to read with
long blocks of text, small point size for fonts, and inappropriate contrasting colors.
Poor use of headings, subheadings, indentations, or bold formatting is evident.
Language Use and Audience Awareness 3.75 points
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice,
etc.)
5. 5: Target 3.75 points
Word choice is distinctive, creative and well-suited to purpose, discipline, scope,
and audience of the presentation.
4. 4: Acceptable 3.26 points
Word choice is reflective of the intended audience, uses a variety of appropriate
vocabulary, and communicates clearly.
3. 3: Approaching 2.78 points
Some distracting inconsistencies or repetitions in word choice are present.
Language is not clearly designed for the targeted audience.
2. 2: Insufficient 2.59 points
Inappropriate word choice is evident. Language is not reflective of the targeted
audience.
Research Citations 3.75 points
Criteria Description
Research Citations (in-text citations, reference slide, and type of sources)
5. 5: Target 3.75 points
In-text citations and references slide are complete and error-free. Sources are
credible and appropriate for the submission. The sources strongly support the
submission.
4. 4: Acceptable 3.26 points
In-text citations and references slide have few errors. Sources are credible and
appropriate for the submission.
3. 3: Approaching 2.78 points
Some citations may be missing, or the citations do not support the submission.
References slide may include errors. Sources may not be appropriate for the
submission.
2. 2: Insufficient 2.59 points
Many citations are missing where needed. References slide includes numerous
errors. Sources may not be credible.
Mechanics of Writing 3.75 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, and grammar)
5. 5: Target 3.75 points
Presentation and speaker’s notes are virtually free of mechanical errors. Sentence
structures are engaging.
4. 4: Acceptable 3.26 points
Presentation and speaker’s notes include some mechanical errors, but they do not
hinder comprehension. Effective sentence structures are used.
3. 3: Approaching 2.78 points
Presentation and speaker’s notes include frequent and repetitive mechanical errors
that distract the reader. Sentence structure is lacking.
2. 2: Insufficient 2.59 points
Presentation and speaker’s notes include surface errors that are pervasive enough
that they impede communication of meaning. Inappropriate sentence construction
is used.
Total 75 points
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