This post will apply Universal Design for Learning framework to my Maker 2 lesson plan. My Maker 2 lesson plan is called Outside Interaction with Skype in the Classroom: Forensic Science Interview. The lesson provides an innovative way to apply Raspberry Pi and Skype technologies to a forensic science classroom. The link to the lesson is HERE. While the lesson is innovative it is not inclusive. The lesson plan does not accommodate all levels of learners present in my classroom. This post will use UDL framework to modify my forensic science Maker 2 lesson plan so that it delivers the content to all of the students in my class.
Students learn at different rates. I teach forensic science. The class is targeted for high school seniors with three years of science experience. While all of the students are seniors, student skill levels varies. There are English Language Learners, students with learning disabilities (emotionally impaired, cognitively impaired), and on top of that my classroom is overloaded by 4 students (38 students total). In order for my Maker 2 lesson plan to be successful UDL principles need to be applied. The following post will contain a revised lesson plan for my Maker 2 lesson using UDL framework.
Here is a fun video that quickly explains Universal Design for Learning (UDL)
Outside Interaction with Skype in the Classroom: Forensic Science Interview: REVISED MAKER 2 LESSON PLAN
**my classroom is equip with a voice enhancing microphone that I will use to convey this lesson to auditory learners, the lesson plan will be projected on the overhead screen and handed out as a hard copy to ensure students get multiple means of representation.
Studies show that when teachers use multiple methods to explore students’ use of mobile learning it affects their motivation to learn. Research states that the personalization of learning created by mobile learning devices extends learning beyond the classroom. It also suggests that students show increased motivation due to mobile device use which leads to increases in the quality and quantity of student work (Kratcoski, 2005).
1. Review student skill level and language level of the class. Partner students with high cognitive skill ability with students that are at a developmental level. All English Language Learners should be pared with students possessing strong language comprehension and cognition.
2. Students are to be assigned a forensic science topic from the textbook to discuss with interviewee. Students need to locate contact information and contact a law enforcement professional of their choosing to schedule an interview date/time.
3. Complete Maker Activity #1: Thrifting. This will guide you on how to transform your Raspberry Pi pocket PC into a mobile learning device. Each student should test their device’s connections prior to the live Skype interview time.
4. Have students log-on to Skype.com and create a user account (with consent from parent).
5. Have students pre-write 10 interview questions. Students need to access the website paperrater.com and use the site to ensure professional language within their question structure.
6. Arrange a meeting time with a criminal profiler working with a police department or a federal agency such as the F.B.I. Contacts can be made by visiting law enforcement websites and emailing the proper personnel.
*Note: Have the discussion topic worked out with the criminal profiler and leave time for student interaction. Prepare a back up list of questions in case students do not ask any.
Maker Activity #1: Thrifting mobile learning device
Access to PaperRater website
Students will look at the advantages of using Skype to connect digitally to primary resources. Students will learn how to effectively implement mobile learning technology as a useful learning tool. Students will gain first hand knowledge about the forensic science profession of criminal profiling.
1. Students will prepare their mobile learning device according to directions in Maker Activity #1: Thrifting. **Have students reflect on a time when they connected a gaming device or a DVD to a television to activate background knowledge prior to preparing their mobile learning device.
2. Students will prepare interview questions to ask the criminal profiler. Questions will be viewed on paperrater.com prior to being used in actual interview.
3. Students will connect to Skype via mobile learning device and participate in an online interview with a professional criminal profiler.
4. Students will record their observations and answer the questions posted below.
Q1: How effective was your mobile learning device at connecting to the Skype interview?
Q2: How has this lesson changed your view on the profession of criminal profiling?
Q3: What are three things that you learned about criminal profiling during this interview?
Q4: Has using your mobile learning device increased your desire to want to learn about this topic? Why or why not?
Formative: During the lesson listen for any questions that show that students are confused about the criminal profiler’s responses or if there are any issues with the application of the mobile learning device technologies.
Summative: Go over each student’s reflection questions at the end of class. Ask follow up questions during the next class period. Have student groups create an expression of comprehension using a voice recording, poster board representation, power point presentation, or a written essay. The representation will be used to assess if lesson objectives were met.
Reflection on Maker #1: UDL Revised:
To reflect on how UDL has impacted my Maker 2 lesson plan design I will discuss to modifications that I made to my lesson. I will also discuss parts of my lesson plan that already incorporated UDL prior to modification.
The Maker 2 lesson plan was designed as a hardcopy handout. I decided to include a side note (**) that addresses the multiple ways students comprehend learning assignments according to UDL guidelines. The lesson deals with student community outreach. The persons that my students will be communicating with are professionals in the field of law enforcement. The original lesson did not provide the tools students need to ensure professionalism in their work. Students wrote out several questions to ask the interviewee. I applied UDL framework to this part of the lesson by helping students clarify sentence structure. A great tool that I introduced is called Paper Rater. It is a UDL tool that will offer writing suggestions and correct grammar. This way students will be provided with options for improving the language of their interview questions. To promote understanding across the different comprehension levels in my classroom I added a requirement that highly cognitive students be paired with developing students/ELL students. The connection of the Raspberry Pi device requires students to activate prior knowledge. I used UDL framework and modified my lesson plan by adding a step where students reflect on the last time that they connected a media device to a TV. Many students own Playstation/Xbox gaming devices. Having them reflect on prior knowledge will help ensure successful connection of the device. UDL framework calls for providing multiple means for expression. Originally the lesson plan assessment only included answering four questions. Applying UDL, I modified the assessment to include a broader spectrum of expression. Visual representations including choice of poster board visuals, voice threads, and others were added to the lesson. The lesson already embraced the UDL concept regarding expression and communication. Using Skype to connect to professionals to enforce information learned is in line with UDL guidelines.
Over all I feel that my lesson is will reach more of my students than it would have if left in its original state. By modifying my Maker 2 lesson plan I have added value to it for my students. All levels of student skill are accounted for in the revised lesson plan. Knowing that the UDL guidelines can be apply to my classroom gives me hope that I can modify more lesson plans and accommodate all of the students that I teach.
Kratcoski, A., Swan, K., Unger, D., & van ‘t Hooft, M. (2005). Uses and effects of mobile computing devices in K-8 classrooms. Journal of Research on Technology in Education, 38(1), 99+. Retrieved fromhttp://go.galegroup.com.proxy1.cl.msu.edu/ps/i.doid=GALE%7CA137493133&v=2.1&u=msu_main&it=r&p=AONE&sw=w
“REFLECTIONS OF MY LIFE” THE MARMALADE ~ 1969 – original recording ~ HQ AUDIO – YouTube. (n.d.). YouTube. Retrieved July 16, 2013, from http://www.youtube.com/watch?v=xTeI65yrhGw
Skype Interview Lesson Plan – Jennifer Mayes. (n.d.). UR Instructional Tech Integration. Retrieved July 3, 2013, fromhttp://wpmu.bionicteaching.com/jennifergmayes/category/skype-interview-lesson-plan/