INCLUSION
UNIVERSAL DESIGN FOR LEARNING
This unit was designed keeping in mind the Universal Design of Learning principles where multiple means of engagement, action and expression and representation are catered to provide supports to all students (Meyer, Rose & Gordon, 2014).
Engagement:
Group choice and autonomy in project selection
Collaboration and community a focus in the unit
Use of mastery-oriented feedback
Providing students rubrics to self-assess and reflect
Representation:
Multiple means of displaying information
Use of assistive technologies to translate requirements will be provided as well as walkthroughs for groups that are struggling to understand the requirements.
Support through technology and aids in decoding of vocabulary, text and mathematics
Asks students to transfer their knowledge from texts read and analyzed to their local context
Action & Expression:
Students will have access to tools and assistive technologies
Teachers will facilitate access to information and resources
Students may use a variety of methods to showcase their work at the fair
STUDENT DIFFERENTIATION
We recognize that different populations of students will need explicit support and English Language Learners, Indigenous students and students with complex needs have been considered in the design. As with all unit plans, we note it is important to further differentiate as teachers get to know their students and understand what needs need to be catered for.
Teachers should support students in this unit plan by differentiating, considerations taken for this unit plan should include that:
English Language Learners:
Preparing graphic organizers
Allowing the use of technology aids
Purposeful grouping
Explicit teaching of vocabulary:
such as vocabulary words associated with environmental sustainability – including environmental, sustainability, recycling, waste, pollution, ecological impact, society, composting, conservation, carrying capacity
sentence starters and language to use for agreements/disagreements
Provide ELL student with access to translation technology or access to articles and resources in their home language
Indigenous Learners:
Using the indigenous circle of courage as a framework
Showcasing indigenous ways of knowing, and giving it the same importance as other ways of knowing
Complex Needs
Graphic organizers
Use of technology aids
Purposeful grouping
Use a variety of resources when providing instruction including use of audio and visual resources so that students understand different considerations
Some students may need emotional support visuals to express how they are feeling when needing to revise their project
Review accessibility of the field trip and make accommodations as necessary
Based on group dynamics and role that each team member is playing, the teacher will need to consider what supports need to be provided for each team