Change Agent 

Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning.

Artifact Two: Universal Design of Learning Lesson Plan 

Indicator

4.1.b. Facilitate equitable use of digital learning tools and content that meet the needs of each learner.

Description

As a Special Education Teacher I worked with science content teachers to create and implement a multi-media lesson about fossils, and identifiable traits of herbivores and carnivores using a universal design model. The lesson was designed with a focus on 5th and 6th grade Next Generation Science Standards, but was built to be easily adapted to lower grade levels. The lesson utilized chromebooks, paper and pencil, and verbal responses. This allows students to respond however they feel that they will most likely be successful. The lesson was focused on the words herbivore and carnivore which are Spanish language cognates (herbivore: herbívoro, carnivore:carnívoro). The lesson also utilized choral responses in the closing which helps retention, and assists in comprehension for ELL students.

Implementation

The lesson was implemented over the course of two separate sections. The first was an online session where the students were asked to respond to two prompts, and the conversations are facilitated and moderated by instructors. I worked with two other teachers to understand and utilize best practices in distance education discussion and collaboration. We created two basic prompts for discussion, and required students to respond to the prompts, and to peers. 

The second section was an in-person lesson. This lesson was a combination of a presentation and guided questions. The presentation is shown to the whole class using a smartboard, and also broadcast simultaneously to their chromebooks using Nearpod. I worked with the science teachers to move what was a PowerPoint and a worksheet into a Nearpod format with comments, questions, and visualized responses. 

The lesson moves through some basic information about paleontologists, fossils, herbivores, and carnivores. It then displays images of fossils and modern recreations along with guided questions identifying the features of the animal and then asking the students to identify if they believe it was a herbivore or carnivore. The students had the option to answer on their chromebooks with nearpod, or on a provided worksheet. The Nearpod results of each question were displayed on the smartboard and the class was encouraged to answer collectively as a recap after the answer was displayed. 

Impact

Since the implementation of this lesson I have worked with several teachers to build more inclusive lessons using a similar framework. Myself and the science teachers I worked with have distributed the lesson materials to others to help guide them in creating more inclusive lessons. Two teachers in particular used my guidance to build a similar lesson on the beginning of the American Civil War. We met a few times to discuss the best ways to use google classroom and nearpod. I observed both of their lessons and together we workshopped some improvements. Many teachers have begun to feel more comfortable utilizing multi-media tools in their lessons, and integrating the use of an online discussion segment.

Reflection

As a change agent I have worked with coworkers to help the entire staff have a better understanding of our district’s AUP. In doing this I helped create a shared vision and culture for using technology (4.1.a). A better understanding of the legal and ethical requirements for the appropriate use of technology by staff and students helps build a better understanding of all technology and its impacts. As educators many of us need to know the 'why' behind the rules, and by laying out the background many have felt much more comfortable. 

In the creation and implementation of a universal design for learning lesson plan I was able to facilitate the equitable use of digital learning tools and content that meet the needs of differentiated learners (4.1.b) and cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals (4.1.c). I used my expertise as a Special Education teacher to help coworkers use multiple digital and analog tools and techniques to support extremely diverse groups of students. I helped them take a lesson they had used previously and workshop it into something much more accessible and impactful. In doing so I was able to build better relationships within the department which allowed me to work with other teachers on similar lessons. and empowered the science teachers to do the same. 

As I continue to improve my mastery of the ISTE coaching standard I plan to expand my portfolio to include artifacts exemplifying standard: 4.1.d in order to recognize educators across the organization who use technology effectively to enable high-impact teaching and learning; and 4.1.e  to connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. in order to connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. I would to like implement both of theses standards simultaneously by creating a professional learning community of tech focused teachers, content focused teachers, support staff, and members of the IT department. I think that as technology integration in education continues to expand, the connection between these currently separate groups needs to expand as well.