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several different mediums for the content, her class appeals to all different learning styles.
This professor has also used a variety of assignments to assess knowledge. We have
written discussion posts, written an essay, completed a test, and completed a group
project. Each assessment has a rubric with clearly defined expectations.
In my Paths group, I have had to use universal design techniques to appeal to the
different learners. In the group, there are five students, who range in age from nineteen to
thirty-two. Their functioning and intellectual levels are a wide range as well. When I first
began working with this group, I was overwhelmed by the idea of having to create
lessons that would work for every student. After working with these students for several
weeks, I feel more confident in my ability to use universal design to make learning
accessible for all the students. In my small group observation, I was able to make
learning accessible for each group member. I created a climate of courtesy and positive
support by giving each student an active role in the lesson. One student is lower
functioning, so I included picture and acting out activities. These activities made the
information accessible to her, but it also benefited the other students by giving them extra
practice. These activities as well as lecturing and discussion, reflect the use of different
delivery methods in my lesson. In my scenario role-play activity at the end, the students
were to split into groups to read through the scripts. One of the students typically gets lost
in activities like this; therefore, I highlighted all the parts in different colors on everyones
papers. This was very helpful for her, as well as the other students. Throughout my
lesson, I used different types of assessments to gage students understanding. First, after
lecturing on the information, I check for understanding by having the students act out the
ways to show enthusiasm in a job interview. In the middle of the lesson, I had the