Running Head: REFLECTION JOURNAL 1

Reflection Journal

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

January 28, 2018

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Reflective Journal: Lesson Plan One

Classroom Environment

There were several different instructional strategies used during lesson one, including

whole group discussion, independent activity, and the use of I do, we do, and you do modeling

strategies. The whole group discussion was great, the students provided some great ideas and

insights into community needs. The I do, we do, and you do modeling strategy was helpful to

most students, as it allowed them several opportunities to practice the skill of developing a

concept map for persuasive writing. The independent activity was where many students

struggled, as they required additional support in completing this portion of the lesson. To

address the concern, the use of scaffolding future activities could allow the struggling learners to

master the complex skills and goals (Katz, 2013).

Instruction

The students did grasp the big ideas of the lesson, selecting a community concern/issue,

learning how to begin the persuasive writing process, and other areas in which persuasive writing

is used. The evidence that I have for this is in the questions and feedback received from the

students during the lesson. I also have the completed persuasive writing graphic organizers,

which also indicate that the students were receptive to the concept and big ideas of the lesson, as

the students completed these organizers with high levels of accuracy. I believe that the students

saw this activity as relevant, which is one of several reasons why they were confident and able to

complete the lesson. Designing relevant lessons and activities for the students creates a more

supportive and engaging environment for each student (Riedell, 2016).

Planning and Preparation

The use of technology in the form of the computer and overhead projector worked well,

as the students learned how to complete a graphic organizer for persuasive writing. The use of
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paper and pencil products was great, as the students do not have many opportunities to complete

assignments and activities using this method. To improve upon the usage of these resources in

the future, I will provide the students with an option to complete these on paper or in a digital

format. I might also consider using online surveys after each lesson, as student feedback will

guide future instruction and can also be used as a form of assessment for the lesson and activities

(West & Turner, 2016).

Professional Responsibilities

There were several opportunities in the lesson to promote Universal Design for Learning

(UDL). The use of fostering collaboration and community in the whole group discussion

provided multiple means of engagement. The use of feedback and the I do, we do, and you do

strategy helped the students to activate and supply background knowledge by providing multiple

means of representation. The use of filling out the graphic organizer to support persuasive

writing development allowed for support planning and strategy development using multiple

means of action and expression. While there were other times during the lesson that UDL was

used, these three examples provide some of the strongest evidence UDL usage in the lesson and

activity (National Center on Universal Design for Learning, 2017).

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References

Katz, J. (2013). The three block model of Universal Design for Learning (UDL): Engaging

students in an inclusive setting. Canadian Journal of Education, 36(1), p. 159.

National Center on Universal Design for Learning. (2017). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Reidell, K.E. (2016). Understanding curriculum, instruction and assessment within eighth grade

science classrooms for special needs students. UCLA Electronic Theses and

Dissertations, p. 37. Retrieved from: https://escholarship.org/uc/item/3bv393j5#author

West, J. & Turner, W. (2016). Enhancing the assessment experience: Improving student

perceptions, engagement and understanding using online video feedback. Innovations in

Education and Teaching International, 53(4), p. 403.