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Grade 12 Universal Design for Learning
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last edited
by Jason Stephenson 1 year, 4 months ago
The framework table below includes ideas on how to customize and adjust a Grade 12 lesson that focuses on Standard 6: Research. The lesson includes the standard 12.6.W.1. Instruction includes a guide for students to engage in inquiry to acquire, refine, and communicate accurate information in creating a research paper. As the teacher prepared the lesson, the framework below guided their planning and helped ensure all students would have access and be able to participate in a meaningful, challenging learning opportunity.
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Engagement
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Representation
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Action & Expression
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Access
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Recruiting Interest
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Teachers provide a list of diverse topics for students to choose from using literature, informational texts, or media topics and lead a class discussion on possible topics.
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Students actively research from the list of topics, suggesting possible topics of their own upon teacher approval.
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Allow students to choose the topic of their interest.
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Perception
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Physical Action
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Students actively engage in research using print, digital, and/or auditory texts.
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Students use time in the classroom and/or the library to conduct research using computers or access to various texts with the assistance of the school librarian.
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Students use paper sources (e.g. sticky notes, index cards) to organize their research.
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Build
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Sustaining Effort & Persistence
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Teachers meet with students individually or in small groups (with similar topics) and discuss progress in the research process. Teachers provide individual feedback, or students use peer critique using journals.
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Teachers create small groups of students to share the research they have found to foster objective thinking and peer feedback.
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Language & Symbols
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Teachers provide a CER map to help students create a clear, concise thesis by organizing their ideas and supporting them with the proper research.
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Teachers give students an Identity Chart graphic organizer to help with visual and textual concepts or main ideas to aid in the research process.
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Expression & Communication
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Students write an outline of ideas for their topic from the research they complete daily/weekly using Jamboards or small group discussions.
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Students use a Circle Map to review how to quote, summarize, paraphrase, and cite. They understand what plagiarism is.
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Internalize
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Self Regulation
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Teachers ask students to journal so they can reflect on their sources and make meaningful notes of each source.
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Teachers and students have a daily/weekly written/oral conversation to provide feedback and document progress of the research process in their journals.
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Teachers create a schedule of deadlines so students know when they need to meet each requirement or step in the research process. (e.g., reading/synthesizing research, creating a thesis, and developing an outline)
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Comprehension
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Teachers model the research process using online resources like Google Scholar, EBSCO Host, or Oklahoma Virtual Library.
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Teachers model how to cite the potential sources students have chosen.
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Students use Categorical Highlighting to help them narrow down their topics of interest.
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Students use A-Clap to help them synthesize and analyze different research materials.
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Executive Function
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Teachers have students use Google Classroom plagiarism checker or another online resource to validate their work.
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Students reflect in their journals the progress they have made in the research process.
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Teachers provide students with outlets such as graphic organizers to manage their research topic information.
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Teachers develop a daily/weekly checklist for students to accomplish tasks in researching (e.g., a certain amount of sources that are online/print from books, journals, interviews, etc.)
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Grade 12 Universal Design for Learning
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