According to the article titled; Tool Kit on Universal Design Learning by Renee

Bradley of the American Institutes for Research, the UDL is a framework for
designing educational environments that help all students gain knowledge, skills,
and enthusiasm for learning. UDL is a framework with three guiding principles that
parallel three distinct learning networks in the brain: recognition, strategy, and
affect. This framework is important because it reflects the ways in which students
take in and process information. Using this framework, educators can improve
outcomes for diverse learners by applying the principles below to the development
of goals, instructional methods, classroom materials, and assessments. According
to Bradley, the use of these following three (3) principles leads to improved
outcomes for students because they provide all individuals with fair opportunities
for learning by improving access to content (Bradley, 2006).
1. Provide multiple and flexible methods of presentation to give students various ways
of acquiring information and knowledge. Technically sophisticated (hi-tech) examples
of this include using digital books, specialized software, and Web sites. Lowtechnology (low-tech) examples include highlighted handouts, overheads with
highlighted text, and cards with tactile or color-coded ink.
2. Provide multiple and flexible means of expression to provide diverse students with
alternatives for demonstrating what they have learned. Hi-tech examples of this
include online concept mapping software, which provides students with a graphic map
to demonstrate learning, speech-to-text programs, and graphing to a computer, which
collects data regarding students learning progress. Low-tech examples include
cooperative learning (asking the student to demonstrate his/her learning in small
groups), think alouds (encouraging the student to talk about what s/he is learning), and
oral tests.
3. Provide multiple and flexible means of engagement to tap into diverse learners'
interests, challenge them appropriately, and motivate them to learn. Hi-tech examples
include interactive software, recorded readings or books, and visual graphics. Lowtech examples include, games or songs, performance-based assessment, and peer
tutoring. (Bradley, 2006).

A good example is located at http://www.starfall.com/

Starfall.com was created as a free public service to motivate children to read with phonics.
Starfall.com utilizes a systematic phonics approach which, in conjunction with phonemic awareness
practice becomes a perfect educational resource for preschool, kindergarten, first grade, second
grade, special education, home school, and English language development (ELD, ELL, ESL)
students. Starfall.com includes lesson plans that motivate kindergarten children by creating an

atmosphere of fun and enthusiasm, providing opportunities for child-directed instruction, and
facilitating the needs of English language learners and struggling readers learning alongside their

peers. There is even a Starfall.com store where you can search for low-cost books and phonics
journals that parallel this website.
A bad example is located at http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Health/Nutrition/NUT0015.html%20
This lesson does not make use of enough technology to accommodate all the needs of the various
learners in todays classroom. The lesson accounts for visual, auditory and kinesthetic learning
styles but does not include any accommodations for the learning disabled. According to Bradley,
this lesson does not include enough of the three sets of broad teaching methods that support each
of the three UDL principles and draw on knowledge of the qualities of digital media and how
recognition, strategic, and affective networks operate. And include support diverse recognition
networks; to support diverse strategic networks; and to support diverse affective networks
(Bradley, 2006). According to Bradley, and in regard to the three guiding principles that parallel
three distinct learning networks in the brain, this lesson also fails to provide enough flexible
methods of presentation, means of expression and means of engagement for the learner.
Bradley, R. (2006). Toolkit on universal design for learning. US Department of
Education. Retrieved October 29, 2009, from
http://www.osepideasthatwork.org/udl/intro.asp
I also liked this website. Im a big fan of history and I found this website to be rich
with interactive resources for all learners and their varying learning styles. It
certainly seems UDL appropriate.
I thought that the coolmath website was visually appealing and engaging. It
certainly met UDL requirements and seemed to include a wide array of strategies
and resources to attract the attention of learners who possess a variety of learning
styles. I thought it seemed like a rather unique website as well.

1) What has your group completed in the past week?

Im really not sure. Im still confused over the Scavenger Hunt and if we were supposed to post a
webpage in Study Group Conference area then I dont see it.
2) Who has/has not contributed to your group during the past week?
I did not do all of my part in the Scavenger Hunt assignment.
3) Are there any work issues that I, the instructor, should be aware of?
Sarah and Ivana thought that I was frustrated with them this past week. I have no idea why. I
wrote that there were messages all over the place because, well, there were messages all over the
place. I used those words because those are the words I was taught to use to convey that

particular idea. Instead of calling each other on the phone the girls would rather write. I
explained the problems with this method of communication when we are all clueless as to what
to do in the class and they still seem resigned to continue to work together under these
circumstances.
4) If you have completed a step, where can I find the completed work?
Im really not sure. Im still confused over the Scavenger Hunt and if we were supposed to post a
webpage in Study Group Conference area then I dont see it.
5) Is there any other item of information you think I should know?
N/A
Component 1A: Students will complete a stress questionnaire via the Internet to assess their
individual stress symptoms and receive a scored rating in order to develop awareness for the
effects of stress on the human body. Students will compare their results with students from other
classes via collaborating over the Internet to create a database of stress scores for students of
each grade level and gender.
Component 1B: 6th thru 8th grade
Component 2: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6604
Component 3: question-and-answer activities
Component 4A: What 6 problems account for the majority of reasons online collaborative
projects often fail? How can Jabba the Hutt avoid these potential problems?
1. The appropriate support for the project might not be available.
2. Project development might have been inauthentic.
3. The project goals might emphasize technology use rather than curriculum related
learning.
4. The projects vision might be too complex, too general or too singular.
5. The projects time line might not have been specified in detail. Periodic updates on
project activity at different sites might have been omitted.
6. The amount of time allotted for project work might have been insufficient.
What six planning steps can help ensure online projects succeeds? Jabba the Hutt needs to
address these questions in regard to the lesson topic we choose.
1.
2.
3.
4.
5.

What is the educational purpose of the activity?

Where does the activity fit into the curriculum?
How will using the Internet enhance the activity?
How will students use the online resources?
What experience do the students have with data analysis and thoughtful discussion?

6. What will happen if the online resources I plan to use are unavailable?
What seven steps encourage successful online learning communities?
1.
2.
3.
4.
5.
6.
7.

Begin with Curriculum

Spend Time Planning
Encourage a Positive Social Climate
Understand the Unique Nature of Online Communication
Encourage Good Reading and Writing Skills
Deal with Inappropriate Behavior and Attitudes
Use Effective Facilitation Skills

SPECIFIC STRATEGIES you will use to prevent the problems Harris cites in her article, and 4b)
PLANNING you will do as recommended by Harris, Coulter et al., and Yoder (see all three
articles under Reserved Readings) to make sure your lesson is a successful one.

YOU NEED NOT DECIDE NOW WHICH ONE WITHIN THE GROUP WILL SELECT TO
DESIGN (unless you WANT to). The Group will have time allocated during Project II to decide
which one of these ideas they will select to do as a Group Final project. Review your group
members' lesson ideas and provide feedback as needed.