Assessment 2| S.I.

D: 17876490

Part 1: Case Study & the Universal Design for Learning

George Cloonickel, a Year 9 student, is identified as an academically gifted and talented

student. The NSW Department of Education, recognises giftedness as the student’s

“potential”, and talents are a student’s “achievements” that are “distinctly above” their age

(NSW DET, 2004). Further, gifted students are identified as having an extensive range of

abilities in the “intellectual, creative, socio-emotional and physical domains”; the nature of

talented means that the student has “skills in one or more areas of human performance”

(NSW DET, 2004; Vialle & Rogers, 2015, p.13). Essentially, gifted and talented students are

those who “learn quickly and easily…possess a large knowledge base and/or… are working

in areas of personal strength” (Pohl, 2014, p.98).

George has endearing and aggravating behaviours during History classes. He grasps

underlying principles, concepts and themes easily; displays analytical, logical thinking and

contributes original and creative ideas. George excels in computer-based learning, and is one

of the top students in his Maths class. Interestingly, every response George makes he always

finds a way to link it to music; many a times he would sing out his responses. But, despite

having multiple tasks to do, George keeps voicing his boredom with routine tasks such as

defining key concepts, and is no longer the committed, self-motivated student. Recently,

George displays over-enthusiasm in discussions that he often shouts out the answers, not

allowing his peers to respond. It appears that for George it is important to let the teacher and

other students know what he knows. During group work, George gets things done his way.

Unfortunately for him, his peers leave George to do most of the work, and it frustrates him

even more.
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The Universal Design for Learning (UDL) framework translates and transforms a mandated-

to-teach curriculum into one that promotes the belief that one, “there is no such thing as an

average learner” (Nelson, 2014, p.10); and two, “all students (can) learn” (Loreman,

Deppeler & Harvey, 2011, p.47). In other words, UDL underpins equitable and quality

education for all students, including students with disabilities as well as gifted and talented

students like George. A concept which originated from Ronald Mace’s architectural idea,

UDL was initially adapted by the Centre for Applied Special Technology (CAST) into the

education context resulting from brain, neuropsychological, educational and educational

psychological researches on students with substantial learning needs - how students learn,

respond and create (McGuire, Scott & Stan, 2006; Nelson, 2014; CAST, 2011). Recognising

the diverseness of learners and their diverse learning needs, UDL promotes the elimination of

any form of physical, emotional, intellectual and/or educational barriers that hinder, limit

and/or disadvantage any student from gaining quality education (Nelson, 2014; Loreman et

al., 2011). UDL views the classroom as the ecosystem in which a student’s learning ability,

capability, gifts, talents and strengths are recognised and used to the advantage of their

academic, as well as life trajectories (Nelson, 2014). By embracing a strength-based

paradigm, students are at the wheel of their learning. Teachers on the other hand, are guided

by, and need to work with students’ strengths to maximise quality outcomes for both students

and teachers (Nelson, 2014; McGuire, Scott & Stan, 2006). Therefore, teachers need to

“know their student, and how they learn; know the content and how to teach it; plan for and

implement effective teaching and learning; create and maintain supportive and safe learning

environments as well as assess and provide feedback” (Australian Professional Standards for

Teachers (AITSL). In essence, UDL advocates for teachers to be flexible, spontaneous and

inclusive in the pedagogies, activities and resources that they use to activate students’ brain

network (Nelson, 2014). While it may appear laborious for teachers, student-centred
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approach meets the needs, and supports aspirations of all students including students like

George. Further, teachers need to make learning relevant, accessible, dignified and age

appropriate for students by implementing the three main principles of the Universal Design

for Learning concept: multiple means of engagement, multiple means of representation, and

multiple means of expression (Nelson, 2014; Loreman et al., 2011). It must be noted

however, that although the case study is for George, the strategies implemented in the lesson

plan is designed so that all students receive the same quality education as George.

The multiple means of engagement principle encompass the activation of the affective

networks for the learning process to commence, the emotional and intellectual involvement to

be motivated, so that students remain engaged throughout the duration of the lesson (Nelson,

2014). Multiple options need to be implemented to optimise, and maximise interest, effort,

persistence and self-regulation (National Centre on Universal Design for Learning, 2015).

Research shows that various influences and factors such as culture, personal relevance,

neurology, subjectivity and background knowledge contribute to students’ engagement to

materialise in their learning space (CAST, 2011).

As a gifted and talented academic student, it is clear that George can easily grasp History

concepts, principles, and themes (Vialle & Rogers, 2009). Other obvious strengths George

displays include high order and critical thinking, IT-literate and does extremely well in

Maths. Added to this repertoire of strengths is his love for music. Unfortunately, his

problematic behaviour does not correspond to his strengths. Therefore, the first point of

action to take is to have a one-to-one “conference” (Atwell, 1998, p.224) with George to

address his behavioural issues. While a conference is quintessential to discussing subject

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content, it is the ideal setting in this instance, to one, allow George to voice his concerns.

Two, for the teacher to negotiate options for George to self-regulate and focus on goals,

objectives and the “big-picture” of where he is heading in his learning (Pohl, 2014). The

dialogue between the teacher and George ultimately can benefit the teacher, George and the

rest of the class. It is essentially the ideal opportunity for the teacher to re-evaluate

pedagogical approaches that engage all students including George, and produce the same

outcome.

The Tic-Tac-Toe method in the lesson plan accommodates and engages all students,

including George. Using the three-by-three grid that is normally used in the tic-tac-toe game,

each grid is given a skill (from lowest to highest) – knowledge, comprehension, application,

analysis, synthesis and evaluation. Each skill has relevant activities to activate students’

affective network that are appropriate for the level they are at. (Lawler,1993). Tic-tac-toe is

strategically designed to motivate and engage all students, promote autonomous learning, as

they are given the opportunity to choose where to start from (Dotger & Causton-Theoharis,

2010). By implementing this, George can choose from the grid, an area that suits his level of

knowledge and understanding to commence work on. He can work with peers who choose

the same grid, which means that George is likely to share, and learn from his peers. This is an

ideal opportunity for George to self-regulate his learning.

The multiple means of representation principle recognises that students have different

capacities to perceive and comprehend presented information, therefore there needs to be a

wide range of perceptible re/sources to optimise and maximise student learning (National

Centre on Universal Design for Learning, 2015). Evidence shows that when students are
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offered multiple means of representation to make sense of the content they are learning, their

social, intellectual, psychological and academic efficacies increase tremendously (CAST,

2011; Vialle & Rogers, 2009). Representations of key information that meet students’

learning needs, must provide one, “options for perception” offered through a variety of

modalities (National Centre on Universal Design for Learning, 2015). Two, options for

“language…and symbol” through images, multimedia and pictures; and three, options for

“comprehension… so that students can transfer accessible knowledge to useable knowledge”

(National Centre on Universal Design for Learning, 2015). Simply put, understanding texts,

and concepts requires students to make inferences presented by a variety of representations;

students make inferences by using facts, or knowledge, in conjunction with their knowledge

of how representations work to fill in the gaps.

With George’s strengths in Maths, computer-based learning and his obvious love for music,

all activities in each grid of the tic-tac-toe cater for, as well as maximises George’s strengths.

It must be noted however, that this strategy is designed to equally meet the diverse learning

needs of all students. At the same time, students build on their strengths progressively. Each

grid is given different forms of representations such as images, YouTube clips, music, a

variety of multimedia sources, a timeline, graphs, statistics and written texts. Students “select

and use appropriate oral, written, visual and digital forms” to comprehend and perceive the

Industrial Revolution concepts, themes and terminologies, as well as to “communicate

effectively” (NSW History K-10 Syllabus, 2012, p.69). Consequently, all students including

George are empowered to be “resourceful, knowledgeable learners” (National Centre on

Universal Design for Learning, 2015).

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The multiple action and expression principle involves the provision of opportunities for

students to express and communicate what they learnt. The principle underlines students’

endeavours through goal and strategy setting, planning, organisation and the use of

information (Nelson, 2014; National Centre on Universal Design for Learning). In this

context, teachers can monitor students’ progress and ensure that each students’ learning needs

are met, and that there are no barriers to hinder students’ progressive learning. Evidently,

teachers see it as a reward when their students demonstrate either through formative or

summative assessment tasks the knowledge that they have gained (Nelson, 2014). Formative

assessments are usually done during lessons, most times with subtlety; it can include

PowerPoint presentations, individually or collaboratively. Overall, formative assessments

demonstrate students’ small steps forward, pinpoint hiccups that hinder their learning

development, and show learning needs that are not yet met. If the latter is the case, teachers

need to employ an alternative plan of action such as re-teaching and feedback (Nelson, 2014).

Alternatively, individual/group conferences, as well as mini-lessons can be implemented

(Atwell, 1998, p.224).

But, students express and communicate their knowledge and understanding in multiple ways.

In the lesson plan, each grid gives students multiple means to action and express themselves –

to demonstrate what they have learnt about the Industrial Revolution thus far. The main task

which is planned for all students is called the Shark Tank the Game. Using the information

they collaborated from their respective grid, students demonstrate their content knowledge

and understanding by presenting a 90-second Sales Pitch on a new innovation/invention they

wish the Bank to finance. Students are encouraged to use multimedia, therefore, students like

George will capitalise on this task.

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The Universal Design for Learning presents universal methods that promote equitable and

equal learning opportunities for all students. While there are problems exhibiting from

George, strategies adapted in the lesson plan is designed to reflect the UDL framework to

ensure that George’s peers receive equal learning experiences and outcomes. Indeed, it is a

balancing act in which George’s strengths are utilised, and his learning needs are also met.
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References

Atwell, N. (Ed.). (1998). In the middle: New understandings about writing, reading, and

learning. Portsmouth, NH: Boynton/Cook.

Australian Institute for Teaching and School Leadership Limited. “Australian Professional

Standards for Teachers”. Retrieved from https://www.aitsl.edu.au/teach/standards

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA.

Retrieved from http://www.cast.org/our-work/about-udl.html#.Wc4hHWiCyUk

Dotger, S., & Causton-Theoharis, J. (2010). Differentiation through choice: Using a think-

tac-toe for science content. (Report). Science Scope, 33(6), 18-23.

Lawler, M. (1993). TIC-TAC-TOE. Journal of Health Education, 24(1), 58-60.

Loreman, T., & Deppeler, J., & Harvey, D. (2011) (ed.). Inclusive education: Supporting

diversity in the classroom. Allen & Unwin. NSW.

McGuire, J., Scott, S., Shaw, S. (2006). Universal design and its application in educational

environments: RASE RASE TL & LD. Remedial and special education, 27(3), 166-

175.

National Centre on Universal Design for Learning. (2015). UDL principles and practice.

Retrieved from

http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

Nelson, L. (2014). Design and deliver: Planning and teaching using Universal Design for

Learning. Paul H. Brookes Publishing. Baltimore, USA.

NSW Department of Education. (2004). Policy library. Gifted and talented policy. Retrieved

from https://education.nsw.gov.au/policy-library/policies/gifted-and-talented-policy
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NSW Syllabus for the Australian Curriculum. History K-10 Syllabus. (2012).

Pohl, M. (2014). Pohl, M. (2014). Differentiation and the Australian curriculum: Inclusive

classrooms with a focus on high order thinking. Hawker Brownlow Education.

Victoria, Australia.

Vialle, W. & Rogers, K. (2015). Educating the gifted and talented learner. David Barlow

Publishing. NSW.
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HISTORY LESSON PLAN

Class: Stage 5/Year 9 Time: 40 minutes

Topic: The Industrial Revolution (1750 – 1914)
Outcomes
 All students will learn the short and long-term impacts of the Industrial Revolution,
and how the Industrial Revolution contributed to the development of Britain,
including Australia.

Procedures

Time Organisation Teaching/ learning activities

15 PowerPoint Multiple means of Engagement:

mins Model and scaffold the tic-tac-toe model
Each student to get 1. Students to watch The Rabbits
an A4 copy of the
https://www.youtube.com/watch?v=FOssx3CFMVk
Tic-tac-toe
worksheet 2. Brainstorm and create concept map.

The Industrial 3. Each student to choose a grid to start off with,

from 1 to 6, 1 being the easiest or lowest.
Revolution
(Knowledge, Comprehension, Application,
Workbook Analysis, Synthesis, and Evaluation).

Ipads/computers 4. Each grid has:

 4 tasks and activities to complete such
Internet as writing, quiz and research
 resources such as images, video clips,
music, artefacts, graphs, statistics, and
written texts (poems, short stories)
Students can work by themselves, in pairs, or in groups
(maximum of four in each group)
20 Multiple means of Representation:
mins  Students to follow directions in chosen
grid. Use resources such as images,
video clips, music, artefacts, graphs,
statistics, and written texts to work with
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5 mins Multiple means of Expression:

 Complete quizzes and short answers in
the Industrial Revolution workbook
(homework)
 A 200-word essay to submit via google
classroom (homework)
 Shark Tank the Game: (In-class)
Students are required to present a 90
second Sales Pitch presentation on a
new invention they wish invent in
Australia