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    Compare and contrast a traditional science lesson to one that has a UDL model.

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    Compare and contrast a traditional science lesson to one that has a UDL model.

    Traditional lesson have create barriers for most students. The tradition lesson is structured and designed to capture some, but not all students. Not all students are alike when learning. There are some that learn visually, others learn by listening and then there are spatial learners too. In the traditional model student's fall between the cracks of education and lose out on the opportunity to learn; or left to fend for them-selves.

    In addition, traditional models limit a student with disabilities access to information and learning. For instance, printed text books in particular; significantly more when the student is visually challenged, struggling readers, even the students that have limited cognitive abilities to structure or comprehend text also find it difficult to adapt to the lesson model.

    On the other hand UDL model is a framework developed by CAST to guide development of lessons that are flexible and supportive for every student (Hall, Strangman, & Meyer, 2011). The model anticipates the need of each student with disabilities and will accommodate those without disabilities just as well. There are many unforeseen benefits, such as, convenience, improved usability, and students are able to learn in their style of learning.

    UDL is designed to be flexible, enriched with media so the students are better able to transition mentally and visually when appropriate for them. In essence, the UDL model is student-centered verses teacher directed. Each will capture the instructions based on their individual strengths and learning style. Students control what specific information or data within the context makes meaning of the lesson. Thus, the student can retain the information, comprehend and recite what they have learned and how they learned it.

    An overview of a UDL model is contrasted in a traditional science lesson. The title of the lesson is 'The Life Cycle of a Butterfly'; for grade level pre-k, to second. The lesson focuses on the life cycle of a butterfly and its growth cycle. In the lesson, students will learn about the growth cycle of the butterfly, and will extend that knowledge by demonstrating the growth cycle. The students will demonstrate or present information on how butterflies growth cycle differs from many other animals of their choosing. Students will engage in several different activities to support their learning (Hall, Strangman, & Meyer, 2011).

    Have students in a group circle; have them to bring their life cycle butterfly pictures. Read Watch Me Grow, Butterfly by Lisa Magloff, to your class. As you read, ask your students questions about the book to keep them engage and focus on the critical features in the life cycle of the butterfly (Hall, Strangman, & Meyer, 2011).

    Students watch video demonstration on butterflies, students engage in discussion on the stages and name the stages of each cycle. Student's actively engage in constructing a life cycle as practice using correct vocabulary.

    The students will demonstrate and share what they have discovered and learned. Student will choose how they want to present new knowledge by using poster boards, audio recordings, and video demonstration using animation, verbal presentation, or power-point presentation. All students will follow appropriate rubrics assigned for each method for required information, and demonstration.

    In the traditional modal, students use context books that use related vocabulary words that are easily misunderstood. For instances, diversity of organisms and life sciences. After reading students are given an opportunity to practice. From here the student is expected to identify and describe the life cycle of a butterfly and an objective and goal.

    The traditional model also lack graphics, resources to support the lesson, and the overall structure takes on a burden structure for teachers and students. When applying the traditional model students are not stimulated visually, nor will they become motivated to learn more about butterflies. Learning must engage the holistic learner through recognition, strategies and impact.


    Hall, T., Strangman, N., & Meyer, A. (2011, January 14). NATIONAL CENTER ON ACCESSIBLE INSTRUCTIONAL MATERIALS. Retrieved July 30, 2013, from Differentiated Instruction and Implications for UDL Implemantation: http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

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