Unit and Lesson Plan Analysis

 Comparing UDL Lesson Plan Standard and my School Lesson Plan

Similarities: 

• They both have learning objectives/targets.
• They both have core competencies. 
• They both have guided practice activities. 
• They both have assessment.

Differences:

• It does not include Potential Barrier for Learning.
• UDL doesn't have Global Citizenship Connection.
• Our lesson plan doesn't include multiple engagement, representation and expression strategies.

Reviewing Unit of Study: 

At the school we used ongoing assessment to assess students' understanding of key concepts (assessment for/of learning , Baseline check, Endline check and teacher check) , The end of the unit check we assess  key concept  related to fractions and decimals, including simplification, comparison, operations, conversions, and real-world applications .

As International school with mostly Qatari nationals with a few native speakers. The assessment must include a mix of question types, such as multiple-choice, short-answer, and problem-solving questions to assess various aspects of students' understanding.

_ I will not make any changes, but I'll make sure that the following key elements are Included:

1- Visual Representations: I will incorporate visual elements into the assessment, such as diagrams, graphs, and charts, which can convey mathematical concepts without relying heavily on language.

2-Language-Friendly Format: I will use clear and concise language in assessment questions. Avoid using complex language structures or idiomatic expressions that could be confusing for non-native English speakers.

3-Differentiated Questions: I will include questions of varying difficulty levels, so students can choose questions that align with their proficiency levels. This can be especially valuable for assessing mathematical skills rather than language skills.

4-Supportive Environment: I will create a supportive and encouraging atmosphere during the assessment. Emphasize that it's okay to ask for clarification or help if students do not understand a question due to language barriers.

5-Accommodations: I will provide appropriate accommodations for students with special learning needs or language challenges, as outlined in their individualized education plans (IEPs) or language support plans.

By implementing these strategies, I ensure that my math endline check assesses students' mathematical proficiency rather than their language abilities, creating a fair and equitable assessment process for all students.

Reviewing Learning Goals:

I can observe that my learning objectives are derived from the school content standard but lacks enduring understanding. So, I will revise the goal to suit students learning needs.

Original: I can skip count by 3’s and 4’s.

Revised: By the end of this lesson, you will learn fun strategies to count by 3's and 4's, making it easier to solve math problems and discover interesting number patterns. Skip counting by 3's and 4's can be made simpler and more enjoyable by using special tricks and strategies, helping us become better at math and uncovering exciting number patterns.

Original : Estimating to 1000
I can estimate groups of objects up to 1000.

Revised: I can learn to make good guesses about groups of objects up to 1000, which helps me quickly figure out how many things are there without counting them one by one.

Original: How Much is 1000?

I can estimate up to 1000.

Revised: I can explore the concept to 1000 and learn to estimate numbers up to 1000, discovering that 1000 is a big number with many practical uses. The number 1000 might seem really big, but we can learn to work with it by making good guesses called estimates. Estimating helps us quickly understand and use big numbers in everyday situations, making math more manageable and useful in our lives.

Applying Your Learning: 

The key potential barriers I need to be aware of when planning is the Process.

Process: How students understand and make sense of the content.

Lacking of engagement: 

Considering that my students are high achievers in the class. Students tend to struggle to stay engaged if the content doesn't seem interesting or relevant to them. It's essential to include varied interactive methods to keep them engaged.