- Text Structure Research Writing Lesson already developed https://docs.google.com/document/d/1wVOrUod2Xx8sP2yRyQSCtfcuDu7NN-BnNlvSue-yVvw/edit?usp=sharing
- Redesign of the learning activity using the UDL principles learned in this module. https://docs.google.com/document/d/1lnLt9P4VkunB85hcYZD11NTH3iOsTOVKFlLLfCdgps0/edit?usp=sharing
- Identify at least two digital tools to be integrated in the selected learning activity.
- DIGITAL TOOL 1: UDL offer ways of customizing display of information: text structure digital resource https://www.readingrockets.org/classroom/comprehension/teaching-text-structure
- DIGITAL TOOL 2: google forms survey at beginning of lesson to achieve Kirkpatrick Level 1 https://forms.gle/9eywgTvSvVazsttn7
- Use an evaluation model of your choice to determine the effectiveness of this learning activity (I used Kirkpatrick’s Model).
- Kirkpatrick Level 1 (Reaction): give students digital survey
- Kirkpatrick Level 2 (Learning): have students sort different text structure examples and name them to demonstrate evidence they learned the course materials
- Kirkpatrick Level 3 (Behavior): have students apply what they learned about text structure to solve problem of helping Ms. Campuzano use a compare and contrast text structure to write about gorillas and monkeys
- Kirkpatrick Level 4 (Results): have students measure whether learning objectives have been met and self assess and set a goal for next class.
- Both the original lesson and the one I revised considering UDL and the Kirkpatrick Model shared some strengths. Both had a clear objective for the lesson that is the main focus for all the activities. Both the original and revised lesson give students a chance to share their thinking. In both lessons, there was a resource available that has pictures and words which helps students understand the important content vocabulary. Both lessons are aligned with New York CommonCore State Standard 3.W.2a.
The original lesson was strong because it was a short and concise lesson that had short activities that are aligned with the goal. It was good that in the lesson there was a gradual release of responsibility onto the students. It was great that there was a lot of time allotted for students to have independent practice. The biggest weaknesses in the original lesson are that it was not designed considering the parts of UDL and it did not have any places to incorporate technology.
The revised lesson is much stronger than the original. As I was using the Kirkpatrick evaluation model I noticed it was lacking strong examples of all 4 levels. I revised it so there was a clear activity for each of the 4 levels. It is a strong lesson because there are activities for reaction, learning, behavior, and results. The revised lesson is strong because I made sure all components were revised to consider multiple means of engagement, representation, and action & expression. Another strength of this lesson is the two digital tools I chose. The first digital tool I included supports UDL offer ways of customizing display of information: text structure digital resource. This tool is meant to be a resource that serves to support students with their knowledge of the different text structures. This resources is formatted in a way that would work with screen readers. It also has visuals that go along with the words and the information is presented in clear and organized ways. The second digital resource I chose is a google forms survey at beginning of lesson to achieve Kirkpatrick Level 1. This survey is meant to gauge the emotional reaction toward the content. It is also a way to activate background knowledge. Overall, the revised lesson is much stronger because all of the components are intentional and it is aligned with the principles of UDL and accessibility and the Kirkpatrick Model. If assessed with the Kirkpatrick model, this lesson is effective. One thing that is a weakness in this lesson still is meaningful places for UDL’s Multiple Means of Action and Expression: Physical Action: Vary the methods for response and navigation. I might consider different places in this lesson I might be able to plan to reduce barriers to learning that would be introduced by the motor demands of a task. Making this addition would make the lesson more inclusive and accessible.
- Source Credit:
Cahapay, Michael B. “Kirkpatrick Model: Its Limitations as Used in Higher Education Evaluation.” International Journal of Assessment Tools in Education 2021, Vol. 8, No. 1 (135-144).
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Reading Rockets. (2024). Teaching text structure. Reading Rockets. Retrieved July 14, 2024, from https://www.readingrockets.org/classroom/comprehension/teaching-text-structure
