Introduction Do you recall the definition of UDL presented in Week Three? Reflect for a moment on what you learned about UDL last week and recall that, in essence, Universal Design for Learning (UDL)

Running head: INSTRUCTIONAL PLAN ANALYSIS 0

Instructional Plan Analysis

Pamela Weems-Baker

EDU 620: Meeting Individual Student Needs with Technology

Dr. Kelly Olson Stewart

September 30, 2019

Instructional Plan Analysis

The universal design learning approach benefits all students with diverse learning style, skill, and abilities. It is one of the practical methods in helping students understand scientific inquiry. The universal design learning techniques enable the student to gain an understanding of each step of the inquiry process by following a systematic stage, engaging both learning and practical lesson. Using the universal learning approach, the student undertakes the fractal an inquiry lesson using a different method such as to expose different student environments, natural and spontaneous process. This paper discusses the universal design learning in teaching fractals an inquiry lesson. The model involves scientific inquiry subjects for the student in grade six to eight level.

Principle 1

Scientific inquiry context provides various ways of the description of fundamental concepts and theory. Most of the teacher set the art of scientific inquiry to capture the attention of different students (Robinson, & Hall, 2017). The art of scientific inquiry is because the art methods require less background skill in science, thus ensuring a student with little knowledge of scientific inquiry will be comfortable in class and participate fully. The art tactic of representing scientific inquiry process helps the student set the basis of the lesson learning through gaining experience in the inquiry process as art, nature, and as a spontaneous process that is intrinsic.

The teacher can use the art technique to represent the scientific inquiry lesson since it involves complexity and beauty integrated mathematically. It also represented in using multiple effects of various art media helping the student create a connection of the inquiry process with the non-threatening process student engagement in science. (López, 2019). For example, students are asking to develop snowflake using the skill of art such as the equilateral triangle and after many interactions of adding small triangle leading to the snowflake.

Principle 2

The scientific inquiry provides various means of expression to give all student with opportunities to express their skill and understanding of the concepts (Haris, Sujana, & Suwendra, 2019). Mostly the instructor emphasis on the outcome of the fractals rather than the mean of arriving at the result by setting attainable goals. Setting achievable goals gives student opportunities to demonstrate their creative thinking in conducting the assignment.

The students are also allowed to explore the world and its nature since scientific inquiry is found in any place. For example, the students are allowed to demonstrate their skill on how they have observed the view of the world through oral presentations in class (Ratner, 2018). Other methods of presenting the talent in class include designing of the fractal, written report on the inquiries, word-press, and explanation of the process of scientific research. The process of scientific research allows flexibility in exploring student abilities by providing multiple ways that capture a wide range of student.

Principle 3

Scientific inquiry lesson provides the student with carried of skill, interest, and preference. For example, the students are provided with an anticipatory set of question focused on the scientific inquiry process, asking them to indicate if the answer provided is true or false (Sampson, 2017).

The instructor or one of the students is asked to read the answer loudly while the rest of the student raise their hand to indicate if the stand for the true or false answer (Israel, Shehab, & Quentin M., 2018). The statement mostly involves the ways and steps in the scientific inquiry process to ensure the student understands.

Another method of the engaging student to ensure the extensive coverage of student abilities is through setting a science lab to demonstrate the scientific inquiry (Salend & Whittaker, 2018). The science lab should contain all the equipment needed to carry the demonstration such as a microscope, necessary chemical, test tube, and Bunsen burner. The method is useful when carrying out the practical class of scientific inquiry process that engages the student in various learning skills (Karlsone, 2015). The student also demonstrates a different way and means of carrying the science practical. It involves the student asking a question, testing different methods, making an observation of the process, thinking about the result and provide a written report of the finding in the process of the scientific inquiry process.

Students are also asked to engage with previous classes that had a chance to conduct the whole process of scientific inquiry. The former students who have completed the entire experimental process offer the best experiences of how they undertook their lesson provide diversity to the learning student on how they can achieve their goals (Karlsone, 2015). The student engages in asking the question of what is involved in the scientific inquiry process, observing closely, taking notes, collecting data, and analysis the process. Student engagement ensures the student can develop fractals in the next class from the data collecting and using different means gained from other students.

Reflection

Providing different equipment and material to student enable them to take part in the learning process as well as motivate them to demonstrate their skills. For example, the student needs to animation tools such as projectors, films, and audio resource to display their skill computer design and inquires process (Moriarty & Scarffe, 2019). The student with different kinds of learning problem-related disabilities is instructed with writing while those with written skill are engaged in oral. The activity motivates the student since there is a variety of method to use and feel of appreciation despite their inabilities.

Another process is encouraging discussion where students are sitting in the circle. The student shares their questions with others, raise concern on the scientific inquiry, provide their beliefs on the process, and one of the group members present their finding to the rest of the class (Sinatra, Heddy, & Lombardi, 2015). The scientific inquiry motives the learner since the group offers freedom to express themselves and their opinion regarding the process. It also motivates the low-level skill leaner since their opinion are recognized while making the final presentation of the group.

The student is discussing their finding with a classmate, presenting their beliefs and finding to the rest of the class, as an instructor will gain background information of diagnosing the capabilities of the student. It also helps the teacher understand the student instruction needs and able to identify the gap existing between the need of the lesson goals and the student ability to achieves the goals (Moriarty & Scarffe, 2019). It also helps the teacher identify the different capability of the student in problem-solving skills and how far they can go to meet the solution. The idea of forming a group to solve a particular problem is one of the strategies that I can apply anywhere. It involves brainstorming to help come up with the solution to any problem.

In conclusion, by using universal designing learning in teaching scientific inquiry process offer the student diverse ways of demonstrating student’s ability and skill in teaching the course. The students are represented through the use of art to explain the various concept of the scientific inquiry process. They are present with multiple methods such as oral, written, and exploring of the world as a way of expressing their skills. The learner can be engaged by ensuring their interactions with other students who have previous experience in the process and setting a well-equipped science lab.

References

Haris, I. A., Sujana, I. N., & Suwendra, I. W. (2019). Subak as A Scientific Learning Model. Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018). doi:10.2991/teams-18.2019.14

Israel, M., Shehab, S., & Quentin, M., W. (2018). Increasing Science Learning and Engagement for Academically Diverse Students through Scaffolded Scientific Inquiry and Universal Design for Learning. Towards Inclusion of All Learners through Science Teacher Education. doi:10.1163/9789004368422_022

Karlsone, I. (2015). The Principles of universal design for learning implementation in design study process. doi:10.15405/epsbs.2015.01.12

López, L. L. L. (2019). Fractal education inquiry. Discourse: Studies in the Cultural Politics of Education, 1-16.

Moriarty, A., & Scarffe, P. (2019). Universal Design for Learning and strategic leadership. Transforming Higher Education Through Universal Design for Learning, 50-68. doi:10.4324/9781351132077-4

Ratner, H. (2018). Describing children at risk: experiments with context. Discourse: Studies in the Cultural Politics of Education, 40(1), 16-28. doi:10.1080/01596306.2018.1549701

Robinson, A., & Hall, J. (2017). Teacher models of teaching inquiry. An Inquiry in Education, Volume II (pp. 235-246). Routledge.

Salend, S., & Whittaker, C. (2018). A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.152

Sampson, D. (2017). Teaching and learning analytics to support teacher inquiry. 2017 IEEE Global Engineering Education Conference (EDUCON). doi:10.1109/educon.2017.7943109

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring