|
Grade 12 Universal Design for Learning
This version was saved 1 year, 10 months ago
View current version Page history
Saved by Jason Stephenson
on January 31, 2023 at 11:22:23 am
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.
|
Engagement
|
Representation
|
Action & Expression
|
Access
|
Recruiting Interest
-
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.
-
Students actively research from the list of topics, suggesting possible topics of their own upon teacher approval.
-
Allow students to choose the topic of their interest.
|
Perception
|
Physical Action
-
Students actively engage in research using print, digital, and/or auditory texts.
-
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.
-
Students use paper sources (e.g. sticky notes, index cards) to organize their research.
|
Build
|
Sustaining Effort & Persistence
-
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.
-
Teachers create small groups of students to share the research they have found to foster objective thinking and peer feedback.
|
Language & Symbols
-
Teachers provide a CER map to help students create a clear, concise thesis by organizing their ideas and supporting them with the proper research.
-
Teachers give students an Identity Chart graphic organizer to help with visual and textual concepts or main ideas to aid in the research process.
|
Expression & Communication
-
Students write an outline of ideas for their topic from the research they complete daily/weekly using Jamboards or small group discussions.
-
Students use a Circle Map to review how to quote, summarize, paraphrase, and cite. They understand what plagiarism is.
|
Internalize
|
Self Regulation
-
Teachers ask students to journal so they can reflect on their sources and make meaningful notes of each source.
-
Teachers and students have a daily/weekly written/oral conversation to provide feedback and document progress of the research process in their journals.
-
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)
|
Comprehension
-
Teachers model the research process using online resources like Google Scholar, EBSCO Host, or Oklahoma Virtual Library.
-
Teachers model how to cite the potential sources students have chosen.
-
Students use Categorical Highlighting to help them narrow down their topics of interest.
-
Students use A-Clap to help them synthesize and analyze different research materials.
|
Executive Function
-
Teachers have students use Google Classroom plagiarism checker or another online resource to validate their work.
-
Students reflect in their journals the progress they have made in the research process.
-
Teachers provide students with outlets such as graphic organizers to manage their research topic information.
-
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.)
|
Grade 12 Universal Design for Learning
|
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
|
|
|
Comments (0)
You don't have permission to comment on this page.