Lauren Ralph 11/12/2012 UDL Assignment Curriculum Material Selected Content Area: Mathematics Grade Level: 4th Publisher:

McGraw-Hill and Wright Group Year of Publication: 2004 Description of Materials: For this assignment, I viewed the teachers edition of the textbook. It included all of the lessons and assignments included in the fourth grade curriculum taught at Westview Elemenatry School. UDL Features within the Curriculum The three principles of universal design for learning include multiple means of representation, action and expression, and engagement. First, multiple means of representation describes the different ways information is presented. The mathematics book includes many options for multiple means of representation including a math journal with problems in it, activities linked to the smart board, worksheets, interactive study links, and various videos. For example, the curriculum incorporates a math book and journal. Therefore, some activities can be done in the book while others with the journal. In addition, the book also comes with a computer portion that can be seen on the smart board. In this way, the activities can be represented not only on the dry erase board or paper, but on the smart board as well. Overall, the book includes different ways to present information that can be useful for different learners, a very important part of universal design for learning. The second principle of universal design for learning, multiple means of action and engagement, describes different ways for students to express what they know. Within the book, I

found a few examples such as worksheets and partner or group activities but am adamant that more can be incorporated. For example, there are various worksheets that are included in the math journal corresponding to the lessons for each day. Each page consists of problems that students are able to work on to show their knowledge. In my opinion, this is not enough however. Students will undoubtedly get bored with the same repetitive worksheets everyday. Therefore, I think that more options for expression such as different projects, pictures, or presentations should be included. While it may be harder for the subject of mathematics, it does not mean it needs to be boring for the students. The book does a superior job of including different activities but in terms of students showing what they know, there are not as many selections possible. Lastly, the third principle of universal design for learning is multiple means of engagement. This principle includes options for tapping into the learners interests and motivations. After looking through the book, it is easy to see that there are many ways for students to become engaged with their work. While the curriculum consists of typical math worksheets, there are also interactive lessons and video study links that are available. The book does a fine job of including different ways for students to stay engaged but I think there are more options to be pursued as well. Furthermore, aside from the three main principles of universal design for learning, the mathematics book also includes many important features consistent with a universal design for learning curriculum. The book highlights points on individualization and enrichment, meeting the needs of all learners. Therefore, even if you have students at different levels, the book provides ides and resources for you to instruct them all. Moreover, the book also incorporates a three-component lesson plan for each topic. The plan starts off with teaching the lesson, moves

to ongoing learning and practice, and finishes with options for individualizing. Overall, the lesson plans do a superior job of accounting for all styles and needs of learning. Background information and advanced preparation along with extra practice and assessment support is also available. McGraw Hill and the Wright Group truly thought of the various learners that teachers would encounter when publishing this book. While universal design for learning consists of three main principles, the features listed above also play an important role in a customized curriculum that works for everyone. To conclude, the book I viewed not only showed evidence of the three main principles of universal design for learning but also of other features as well. That being said, there are some changes that I would make in order to make instruction as successful as possible. First, in terms of representation, I would include more creative ways of learning such as a song or video. While the book has different means of representation, they have the ability to get repetitive. Next, from the action and expression perspective, I saw room for a lot of improvement. Aside form just doing worksheets, I think that incorporating group projects or demonstrations once in while could be very beneficial to the students. Lastly, when talking about engagement of students, the book gave various options to keep students attentive and intrigued. However, the book is eight years old and I think that there is undoubtedly more math applications and technology available that is possible to include. Such items would keep students engaged and having fun while still teaching them about math. To conclude, I think that the book I viewed had some very good examples of universal design for learning inside of it, especially for being eight years old. There are only a few suggestions I had and a lot of it has to do with newer technology and ways of learning. Moreover, it is ultimately up to the teacher and the curriculum of the school itself to incorporate such strategies. Often I think that the book has so much more to offer that for

whatever reason educators may not be taking advantage of. Thus, this math curriculum is a very good start to a universally designed curriculum and has the potential to be very successful with a few minor changes and additions.