Pre-Assessment UDL Lesson

In my last blog post, I talked about the Curriculum Barriers Tutorial website which encourages teachers to think about the materials and methods they use in their lessons to make sure they do not create a barrier for any of their students. In this post, I am going to be reflecting on a lesson that I created least year for one of my undergraduate math courses. That means it's time to apply all of the new information we have learned about UDL! My reflection will focus on the UDL guidelines, specifically which ones I included and which ones I did not address.


My lesson was designed for third grade and focused on telling time on an analog and digital clock and also calculating elapsed time. My essential question was how can you tell what time you need to get up in order to get to school on time. Explain your answer with an example. My lesson plan followed best practice procedures starting with an ignition and then gradually releasing the responsibility through mini lesson, guided practice, small group instruction and independent practice. 

After completing a pre-assessment on my lesson using a UDL guidelines checklist I noticed that my strongest UDL areas were providing multiple means of action and expression and providing multiple means of engagement. On the other hand, I noticed that areas I still need to develop are providing multiple means of representation. Be sure to read my next post about my post-assessment and how I revised my lesson using the guidelines.