Now that you have seen an example of how to identify and apply the UDL principles in a lesson or activity.
- Select a lesson/activity that you would like to evaluate from the Common Sense website.
- Describe the ways that the lesson/activity does or does not support the three UDL principles: Multiple means of representation, engagement, and action & expression.
- Write your findings and recommendations on how to improve the lesson/activity you chose in the comments area of this post. Make sure to include a link to the lesson you chose.
https://www.commonsense.org/education/digital-citizenship/lesson/meet-arms-of-the-digital-citizens
for the above lesson I will address each section of the UDL
Multiple means of representation: in this lesson, the students are given a slide show to represent the lesson. on the slideshow students are provided with words and images. since this is Kindergarten, it can be deemed appropriate.
engagement: this lesson begins by asking students to reflect on their feelings and then answer the essential question. to ensure students are engaged, I would adjust this lesson by allowing students to answer the question by doing any of the following: turning and talking, drawing a picture, or using 3 pictures as prompts to point and show the ways students balance their time with technology
action & expression: in this lesson students are asked to write what they do/don’t do with their technology. To make this lesson UDL appropriate, I would encourage students to draw or write things they do with their technology, I would let them show their friends by acting it out or with charades, and I would also allow them to search through a magazine and cut and paste images that represent what they do with their devices.
https://www.commonsense.org/education/digital-citizenship/lesson/how-is-ai-trainedThis is a very interesting lesson to introduce students to the concept of AI. I have created my own lesson plan based on this lesson to teach in September
Class:
Self-Contained Entering/Emerging ENL Classroom
Topic and Lesson
How is AI Trained?
Learning Standards:
ELA Standards-
8SL1c: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
8L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
8SL5: Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest to engage the audience.
8W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources, and refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration.
Computational Thinking Standards-
7-8.CT.1 Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.
Learning Target:
SWBT: Understand that data is a building block of artificial intelligence.
Identify what an AI can do based on the data it was trained on.
Essential Questions:
How does data determine what artificial intelligence can do?
How can I use AI to my advantage to help me improve my English language skills?
What constraints can I run into while using AI?
Materials and Resources:
Computer
Smartboard
Laptops
Ipads
Google Translate
Rosetta Stone
Duolingo
Prompts Tracking Sheet
AI created 4 point Rubric
Slides from Common Sense
Common Sense Lesson Plan
MagicSchool Student
Magic School Language Learning Tutor
Key Vocabulary:
Data, Input, Output, Limitations, Advantages, Disadvantages, Benefits, Compare. Contrast
Differentiation
Activity Process
Length of Time
Common Sense Lesson
Practice: Training AI1.
Show Slide 4 and explain that students are looking at an illustration created by generative AI. The image is meant to show how AI learns.
Give students a few minutes to analyze the picture and share their answers to the reflection questions:
2.
Review slides 5–8 and highlight some of the key themes in the illustration:
Note: Students might notice that all the AI trainers in the illustration are men. You can explain that this is a common bias that generative AI exhibits.
3.
Define the words input (Slide 9) and output (Slide 10).
4.
Say: Now that we know about how AI is trained to create a certain output, let’s look at some real-life examples (Slide 11).
As you go through each example, allow students time to pair-share and make an educated guess before revealing the answer on the next slide (Slides 12–15).
5.
Have students pair up to go through two additional scenarios. This time, they are given the output and need to think about the necessary inputs.
6.
Say: As these last two examples show, what we do online and the data we share is also a part of the input, or data, that AI might use. Thinking critically about the data (or input) behind AI can help us be more informed users and understand what AI’s limitations might be (Slide 20).
20 minutes
Guided
Independent Practice
Now, using what the students have learned about how AI is trained, the teacher will demonstrate the Magic School language learning tutor tool and walk students through the steps before they begin their independent group practices. The teacher will note that the groups will be assessed using a rubric, show it to them, and give each group a physical copy. Then, the teacher will ask students to break into groups in their respective languages. The students will then decide on the roles with their peers: recorder, revisor, reflector, and reporter.
Once in their groups, the teacher will ask students to log into their accounts and launch Magic School Language Learning Tutor. The guidelines will be for the recorders to keep track (log) the prompts they ask and use the AI-suggested prompts, revisors to help revise their prompts once they get stuck, reflectors to reflect on the tool’s benefits and limitations, and reporters to share their findings with the whole class.
While students work in their groups, the teacher will circulate the classroom to support students and check on comprehension while assessing student groups on collaboration, engagement, representation, and findings.
20 minutes
Closing Activity
Share -Out:
A reporter from each language group will share some findings that the students were able to gather and how they could use it in the future.
8 minutes
Exit Ticket
How did this activity make you feel and why? What did you like or did not like about it?
2 minutes
Extention Activity
Students can compare their finding and come up with some classroom procedures when using AI tools in class and outside of the class.
-How can we use this data to make informed decisions about AI?
-What are some of the challenges you ran into?
-What are the benefits of this AI tool?
-How can we use it effectively in our classroom?
-What are some limitations you have noticed?
-Why do think the results are different?
-Compare how this AI tool is different or similar to the translation tools you have previously used.
Multiple Means of Representation:
Multiple Means of Engagement:
Multiple Means of Action and Expression:
Making Learning Materials Accessible:
Assessment and Reflection:
https://www.commonsense.org/education/digital-citizenship/lesson/chatting-safely-online
Multiple Means of Representation (MMR):
Multiple Means of Engagement (MME):
Multiple Means of Action and Expression (MMAE):
Overall Suggestions for Improvement:
To better align the lesson plan with Universal Design for Learning (UDL) principles, consider the following enhancements: The Lesson should offer materials in multiple formats (audio, visual, text, tactile), incorporate interactive digital tools, and provide options for customization (e.g., font size, background color). It should introduce personalized learning paths, choices within activities, tiered assignments, and opportunities for self-directed exploration and include creative assessments like projects, presentations, performances, and peer feedback. Offer options for individual and collaborative work. By implementing these modifications, the lesson can cater to a wider range of learner variability, ensuring all students have equal opportunities to access, engage with, and express their learning.
Lesson : The Consequences of Online Hate speech
https://www.commonsense.org/education/digital-citizenship/lesson/the-consequences-of-online-hate-speech
This lesson has many UDL principles in it. :
Some principles of engagement I found in the lesson are , Clear objectives, and presenting Students with routines that are known to them. Also, asking students to activate past experiences, prior knowledge, and asking guiding questions for active participation and lessening distraction.
Some principles of representation are, giving students different options to access the information. Tis lesson is packed with slides, prompts. There is also a section where students are debating on whether and how hate speech should be regulated. The lesson also has an audio clip from NPR’s. This is great for students that are read very slowly, also for students that are blind. There is also a handout in the Exploration phase of the lesson.
Some principles of action and expression are, debating and taking stands to show understating. The lesson has many places for students to actively participate in lesson discussion. Students will demonstrate understanding by completing a lesson quiz. In some instances of the lesson there are specific easy to follow steps, scaffolds and provide opportunities for growth, which are a part of checkpoint 5.3, Build fluencies with graduated levels of support for practice and performance.
Overall, the lesson provides multiple entry points of learning and accessibility, and like any other lesson, there is room for improvement.
The lesson I evaluated was “Don’t Feed the Phish.” This lesson is for 6th graders and teaches students how they can protect themselves from scams and online phishing. The link to the lesson plan is: Don’t Feed the Phish | Common Sense Education.
The ways that the lesson/activity does or does not support the three UDL principles (Multiple means of representation, engagement, and action & expression) are as follows:
Multiple means of representation:
The lesson does:
The lesson doesn’t:
Recommendation:
Multiple means of Action and Expression
The lesson does:
The lesson doesn’t:
Recommendation:
Multiple Means of Engagement
The lesson does:
The lesson doesn’t:
Recommendation:
Lesson plan: https://www.commonsense.org/education/digital-citizenship/lesson/internet-traffic-light-quick-activity
Multiple means of representation:
-The lesson plan has different visuals and slides for students to understand the information.
-The information can be in English and Spanish
-They learn what the color traffic light means online.
I will provide more discussion for students to have and be able to connect with real experiences.
Multiple means of engagement
-The students will engage in a game called Traffic Light game, students listen to the statement the teacher says and have to decide if it is green, yellow, or red is a site or an app. If it’s green they move two steps forward, yellow one step forward, and red can’t move.
-Students listen to a poem video and students have to hold up a correct color paper up high when they hear a specific statement.
-My recommendation for this would be to have students do more independent activity and give students more one one-on-one support.
Multiple means of action and expression
-Students will draw a picture of what would happen if they went to the wrong website or app. Have students color the traffic light sheet and write what they mean.
-I don’t have any recommendation for this one because I believe this would be a good exit ticket for students to do and it will give teachers a better understanding of what their students might need help with.
lesson plan: https://www.commonsense.org/education/digital-citizenship/lesson/pause-think-online
https://www.commonsense.org/education/digital-citizenship/lesson/chatting-safely-online
Multiple Means of Representation (MMR):
Multiple Means of Engagement (MME):
Multiple Means of Action and Expression (MMAE):
Overall Suggestions for Improvement:
To better align the lesson plan with Universal Design for Learning (UDL) principles, consider the following enhancements: The Lesson should offer materials in multiple formats (audio, visual, text, tactile), incorporate interactive digital tools, and provide options for customization (e.g., font size, background color). It should introduce personalized learning paths, choices within activities, tiered assignments, and opportunities for self-directed exploration and include creative assessments like projects, presentations, performances, and peer feedback. Offer options for individual and collaborative work. By implementing these modifications, the lesson can cater to a wider range of learner variability, ensuring all students have equal opportunities to access, engage with, and express their learning.
The lesson plan I chose is a social emotional literacy lesson plan that talks about the movie “Encanto”. I chose this lesson plan for many reasons. For one, I LOVE THIS MOVIE. It is a very modern approach to show children about emotions, generational trauma, family relationships, and forgiveness. All the characters are different and hold different roles in the family. I also once suggested to my English professor to include Disney movies into his writings because a lot of Disney movies have major lessons.
The lesson plan I chose did a very good job in applying UDL guidelines to this lesson plan. For Multiple means of representation, the teacher provided two different ways to teach the lesson. The first option was by showing clips of the movie and then pausing to ask questions to speed up the lesson and the second option was to watch the movie and the lesson would be taught in a few days span. If this was my lesson I would use a bit of both because it is very important to get the full context of the movie and I think clips will do the lesson less justice then actually watching the movie. A lesson can be short or long without taking a way from the actually goal of the lesson. This type of lesson should be progressively shown. I would then ask questions from the specific clips because they were really good questions. The only thing I would change about the multiple means of representation she showed in the lesson is to include subtitles for other languages spoken if necessary if she didn’t already because it wasn’t mentioned.
The way she showed multiple means of action that I liked is that she had the students fill out a worksheet that applied to their real life experiences asking what their family thinks of them and also what do they think of themselves . Also it had a question about Bruno( one of the characters) that asked students to describe their perspective (movie paused)of Bruno during the movie and also what they felt after the movie about Bruno. This really allowed the students to give their opinion before and after they gained better knowledge to see if their perspectives changed providing a moment of expression for students. At the end of the lesson the teacher provided multiple means of engagement because she asked students to make a Venn diagram comparing Encanto to their own lives using aspects such as clothing, setting and food. This in my opinion is very engaging because the worksheet was a great but some students may find it hard to describe themselves or even say how their family feels about them. That can be a very sensitive topic so making a Venn diagram to compare lives may be simpler and more fun. Another activity she made was to compare Encanto to another movie with a similar theme. This will engage students to watch more movies that delve into emotional aspects as well as be on the look out for these things every time they watch a movie. My recommendation is I would’ve had students share their responses with other classmates. A group project would’ve been great as well. The objective would’ve been to pair students into 2-3 student groups and assign similar movies to each group to then later discuss what social emotional, family relationships and morals of the stories they came up with and how they were similar and different. Overall this lesson was very good, just minor details that I mentioned could’ve been implemented but good lesson and a very important one as well. Emotional literacy is something that is under taught in education especially in underserved communities.
Linked below is the lesson plan I chose from common sense
https://www.commonsense.org/education/articles/encanto-and-sel-a-movie-guide-and-lesson-plan-for-your-classroom
Lesson: This is Me
Engagement: affective networks the “Why” of learning
Positives: the lesson recruits interest by optimizing relevance by starting talking about selfies which is super relatableNeeds: the lesson does not build or vary demands to optimize challengeNeeds: the lesson does not plan for internalize/provide options for self regulationRepresentation: recognition networks the “What” of learning
Positives: the lesson provides 3 vocabulary words at the beginning of the lessonNeeds: the vocab words would be stronger if they also included some sort of visual to supportNeeds: The expectations of the students engaging in the activity is rigid- the lesson would best support “recognition” part of UDL if it gave students a chance to show what they know in a variety of ways, not just a completion of the worksheetNeeds: the lesson would be stronger if it provided supports across languagesAction and Expression: strategic networks the “How” of learning
Positives: the lesson does a good job at “provide options for executive functions” and facilitated managing information and resourcesNeeds: the lesson is all pencil/paper and dialogue – it would be stronger if it provided multiple tools for construction and compositionOverall, this lesson had a balance of UDL practices and ones missing so it was semi-effective. If I were to change one major thing about it, I’d focus on provide multiple means of Action and Expression: strategic networks the “How” of learning by providing options for expression and communication. Instead of having students just writing, I’d give them time to compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video.
The lesson I’ve chosen Is Your Rings of Responsibility
Analyzing lesson plan for UDL
· Supports multiple means of representation.
The lesson uses visual aids through videos and slides.
The lesson has physical demonstrations that allow students to see abstract concepts tangibly.
The lesson provides an alternate activity for students to create an e-book.
· Does not: The lesson could be more accessible.
It has limited technology and opportunities to use digital tools.
· Supports multiple means of engagement.
The lesson is interactive. It includes various activities, from a handout to discussions and opportunities to actively participate.
Uses familiarity to make it relatable which makes it easier for students to engage.
· Does not: The lesson has limited personalization.
Doesn’t allow for choices.
Doesn’t offer challenges for students with varying engagement levels.
· Supports multiple means of action and expression.
Students express themselves through their discussions, physical movements, and handout responses.
Through discussions, lesson quizzes, and family activities to further extend learning.
· Does not: Limited expression.
Should include more creative alternative assessments like projects and presentations.
To improve the lesson plan, I would provide materials in various formats such as audio, visual, and text. I would incorporate technology tools, and interactive elements to cater to different learning styles. I would include differentiated activities and choices within the activities. I would allow for artistic expression through projects, presentations, and peer work. These tweaks would help the lesson plan further align with UDL principles.
Incorporating technology tools and interactive elements would definitely cater to different learning styles and elevate this lesson!
https://www.commonsense.org/education/digital-citizenship/lesson/meet-guts-of-the-digital-citizens
Lesson: Meet Guys of the Digital Citizens! Grades: K -2
Learning Objective: I can be a digital citizen on the internet by keeping my password and information safe online.
Three UDL principles: Multiple means of representation, engagement, and action & expression.
The students were engaged in this learning because this is information that all students should learn about. The “Why” in the learning of this activity was to learn to be safe online.
The students viewed the lesson on slides which were both created in English and Spanish. Vocabulary words were reviewed to introduce them to what they would learn. They also watched a video called Meet the Digital Citizen Guts. Handouts for coloring were given to students and students had the opportunity to share and reflect on ways that they can stay safe online.
The students learned by watching a video with information and having a worksheet to write a sentence to reflect what they have learned from the lesson. Students also had a chance to reflect and share ideas with their friends.
The lesson for Common Sense seems to use the UDL guidelines. I would improve the lesson by thinking about accessibility for my students. Giving them the opportunity to interact with Guts on a personal level using their headphones and completing lessons online to practice about the safety and the use of passwords.
Giving your students the opportunity to use their headphones and complete lessons online to practice about the safety and the use of passwords would absolutely be one way to optimize tools – I think it would improve “action & expression”
https://www.commonsense.org/education/digital-citizenship/lesson/thats-private
That’s Private!- What kinds of information should I keep to myself when I use the internet?- Grade 2
Multiple Means of Representation:
A recommendation I have is to implement additional visual aids or multimedia elements such as a short video to further enhance engagement and understanding.
Multiple Means of Engagement:
A recommendation I have is to encourage more peer -to-peer interaction, perhaps through small group discussions or projects. Have examples related to real-life scenarios to make the lesson content more relatable and engaging.
Multiple Means of Action and Expression:
A recommendation I have is to provide additional options for expression such as allowing students to create their own illustrations on the importance of keeping information private.
The lesson that I’ve chosen is called, “Meet Guys of the Digital Citizens!”
https://www.commonsense.org/education/digital-citizenship/lesson/meet-guts-of-the-digital-citizens
Grades: K -2
Objective:
Understand what being safe on the internet means.
Reflect on ways to keep their passwords and information safe.
Multiple means of representation:
Students watched videos and reviewed vocabulary words.
Students were given handouts to color pictures.
Students shared their reflections on ways they can stay safe online.
Slides were given in both English and Spanish.
Multiple means of action and expression:
Students were given take home handouts to do family activities.
Students shared their reflections with class.
Multiple means of engagement:
Students were allowed to have class discussions.
Students did feelings check in.
Students watched videos and were asked questions.
Common sense lessons always use the UDL guidelines but I would recommend that they use visual and audio aides for students with vision or hearing impairments.
The lesson I picked was Meet the Arms:
https://www.commonsense.org/education/digital-citizenship/lesson/meet-arms-of-the-digital-citizens
The objective was to teach students how to balance their time using technology by introducing a character.
Provide Multiple Means of Engagement:
– The lesson provided a cartoon video which can be very engaging
-presentation of a fun character
– the students can draw a picture
-picture slides available to teach and are colorful
(Overall supports this UDL principle)
Provide Multiple Means of Representation:
-ideas are represented in a video format
-easy to understand video can break down more comes ideas such as balance
-content can be drawn or written
-Slides can be presented in English or Spanish
– pictures in slides can help decipher meaning of content
(Overall supports this UDL principle but would be nice to have other languages available as well)
Provide Multiple Means of Action and Expression:
-allows students to write or draw what they learned
-an activity is included for students to practice at home
(Although there are two Means to provide expression perhaps students can also engage in a group discussion to assess learning)
https://www.commonsense.org/education/digital-citizenship/lesson/putting-a-stop-to-online-meanness
The lesson I chose to evaluate is putting a stop to online meanness.
Grade 2:
Learning Objectives:
Multiple means of representations:
Multiple means of action and expression:
Multiple means of engagement:
Common sense lessons, in my opinion, always use the UDL framework to address different topics related to the digital world we live in. These lessons address the needs of diverse learners while using real world scenarios to spark discussions on how we need to manage ourselves in the digital world. There is nothing I would add to this lesson. I would definitely use the drawings the students create as a display in the classroom or outside the classroom for other students to see.
Grade: 9
The Big Data Dilemma ; What are the benefits and and drawbacks of online tracking?
Learning Objectives:
Representation:
Engagement:
Action and Expression:
This lesson has the principles of UDL, I would have recommended for students to engage in a form of a debate and develop an activity surrounding a scenario to give students a hands on real-world situation.
https://www.commonsense.org/education/digital-citizenship/lesson/the-big-data-dilemma
Grade 2
Device-Free Moments
Learning Objectives:
Provides Multiple Means of Representation:
This lesson provides a video, Google Slides presentation, 2 worksheets, family activities, family tips and family engagement resources to educate students why it is important to have some device-free moments in our lives. The worksheets and family resources are available in English and Spanish.
Provides Multiple Means of Engagement:
This lesson provides a video, a Google Slides presentation and turns and talks to educate students why it is important to have some device-free moments in our lives.
Provides Multiple Means of Action and Expression:
This lesson provides 2 worksheets for students to express themselves on what they have learned. One worksheet is for students to create a device-free rule to stay safe, to show respect, so we can concentrate, and get our sleep. The other worksheet has students writing and drawing one piece of advice they would give a grown-up to not be distracted by devices. Then to explain the advice they would give and why.
Overall, the common sense website provides great lessons based on grade level to educate students on how to be good digital citizens when using technology. For almost all the lessons, I break all of them into 2 days because I feel there is a lot of content to teach in one period which is about 35-40 minutes.
Grade 6 Chatting Safely Online
Learning Targets:
I can:
-Analyze how well they know the people they interact with online.
-Reflect on what information is safe to share with different types of online friends.
-Learn to recognize red flag feelings and use the Feelings & Options thinking routine to respond to them.
Provides multiple means representation:
The lesson includes a slide show and video. The topic is directly related to the students and the video features students that reflect the population of my class. All the materials, the slides, video, hand-outs, and family resources are included in Spanish and English.
Provide multiple means of action and expression:
The lesson provides a chance for the students to respond to prompts and share their responses with a partner. There is also an online quiz to demonstrate their understanding. They also have to respond to online chat scenarios.
Provide multiple means of engagement:
Overall, this is a well-written and planned lesson. It encompasses the principles of UDL. There are always improvements that can be made but definitely worth using and modifying with my own classes. It is an important topic to cover.
I agree, commonsense.org has done a great job taking into account all learners as evidenced by all of our blog comments.
I choose Power of Words lesson from Commonsense.org
The Power of Words
Lesson Goals:
Provides multiple means representation:
The lesson includes a slide show and video. These include emojis which will allow more students to connect to the emotions trying to be solicited and developed. The slides, video and response sheet are included in Spanish and English.
Provide multiple means of action and expression:
The lesson provides a response sheet that includes visual of an example. It also includes an online quiz.
Provide multiple means of engagement:
The lesson as written has an engaging start that asks students to match the tone of the voice saying hello to an emoji. Next students watch a video using the saying, “Sticks and stones may break my bones, but words will never hurt me.”
The lesson offers copies of the slides and response sheet in Spanish, but no other languages.
Overall this lesson is a good lesson on a very difficult topic. I think there are challenges as so much about this is linked to students ability to perceive how words might impact other’s emotions and empathize. Students in 3rd grade also have different ideas of what is funny or understanding sarcasm, and different tolerances. In this lesson you are getting them to understand that if it is hurtful to the recipient it is crossing the line. If you have autistic students it might be challenging, but can be done by integrating more emojis or role playing.
I like your suggestions for the lesson to help it reach UDL.
The lesson I choose from the Common Sense website is Our Online Tracks | Common Sense Education. The lesson does a great job of teaching students about how their online activities affect their digital footprint.
The lesson does: Students play a game “Share Jumper” in a digital passport to give them background information. Vocabulary is provided to explain key words/concepts
The lesson doesn’t: Students don’t get an opportunity to see other resources that would help them engage with the information. Such as books, magazines, and/or videos.
The lesson does: There are images on the slides to get students talking about what they see.
The lesson doesn’t: Students don’t have much choice in what they are seeing and how they are able to process the information. Students should be given time to talk in pairs or small groups. They should be able to explore more examples to get a better understanding.
The lesson does: Students work in pairs to complete a handout. Students are asked to share out their thoughts to the
The lesson doesn’t: Students are not given multiple ways to express their knowledge. The handout is very straightforward. Students should be allowed to create their own explanations.
These are some of my findings and suggestions for improving on this lesson. By including some of the things that it doesn’t include, students may be more interested in and active in the learning process.
I chose the Password Power-Up lesson because it is a third grade lesson and creating a strong password is one of my important steps in being a good digital citizen.
Multiple Means of Engagement:
Strengths:
Weaknesses:
Multiple Means of Action and Expression:
Strengths:
Weaknesses:
Multiple Means of Representation:
Strengths:
Weaknesses:
I noticed this lesson provides lots of ways to engage students. It allows them to work in groups using realistic scenarios and provides a checklist in helping them to create a strong password. However, I feel the lesson lacks in the principles of multiple means of representation and action and expression. For instance, to strengthen representation, more visuals could be added. A visual for a phrase would benefit all students. Also a video to show the negative effects of weak passwords would help students see the importance and be more engaging. A book or article could also help to engage students and present the information in a different way. Students could take the quiz or be given a choice of how to present their understanding. They could create their own infographic about strong passwords. This infographic could be visual or digital. This activity could be independent or collaborative. When going over the scenarios the students could have acted or written the results. Providing options would have improved the lesson in engagement and action and expression.