Lesson Plan Template

EMPORIA STATE RESEARCH STUDIES

Vol. 53, no. 1, p. 15 – 32 (2022)

_____________________________________________________________________________________ What Works for Me: Use of Direct Instruction, Universal Design for Learning, Mathematics Lesson Plan Template

MARI CABALLEROa , MARJ BOCKa , AND CATHERINE AYANTOYE

aDepartment of EE/EC/Sped/ED, Emporia State University; Corresponding Author: Mari Caballero, mflake@emporia.edu

In this article the authors share a structured lesson plan template that incorporates direct instruction, Universal Design for Learning, and models to facilitate co-teaching within inclusive general education classrooms. The article includes a sample mathematics direct instruction and Universal Design for Learning lesson plan in the article. The authors use this lesson plan template to structure thei co-planning and collaboration. Keywords: mathematics, inclusion, co-teaching, DI, UDL

INTRODUCTION

During the 2017-2018 academic year, 7 million students ages 3-21, i.e., 14 percent, received special education services under the Individuals with Special Needs Education Act (IDEA). More specifically, in fall of 2017, 63 percent of these students spent 80 percent or more of the school day in general education classrooms. An additional 18 percent spent 40 to 79 percent of the school day in general education classrooms. Further, 13 percent spent less than 40 percent of the school day in general education classrooms. Consequently, in fall of 2017, 94 percent of all students with special needs ages 621 spent a portion of the school day in inclusive, general education classrooms (National Center for Educational Statistics, 2018; United States Department of Education, 2018) where they completed educational activities grounded in the general education curriculum facilitated by highly qualified general education teachers (No Child Left Behind Act of 2001).

Effective inclusion of students with special needs cannot occur without ongoing collaboration between general and special education teachers to support the educational performance of students with special needs who attend inclusive general education classrooms (Friend, 2014; Friend & Bursuck, 2012). Co-teaching is a special education delivery service model that supports ongoing collaboration between general and special education teachers (Friend & Cook, 2017). Co-teaching (Friend, 2014; Friend & Bursuck, 2012; Friend & Cook, 2017) is a practice developed specifically to support the provision of effective educational services for students with special needs in inclusive K-12 general education classrooms. When co-teaching, “two or more professionals with distinctly different areas of expertise jointly deliver core or supplemental instruction to a diverse, blended group of students, primarily in a single physical space” (Friend, 2014, in Friends, 2018, p. 160). To co-teach, a general education teacher and a special education teacher (i.e., working in a coactive and coordinated fashion) plan, deliver and assess instruction in a single classroom (Bauwens, Hourcade, & Friend, 1989; Murawski, 2009; Friend & Bursuck, 2012). Coteaching meets the IDEA principle of least restrictive, most appropriate environment (Friend & Bursuck, 2012). Co-teaching also assures that most students with special needs have access to the general education curriculum and highly qualified teachers (No Child Left Behind Act of 2001, 2002).

Co-teaching includes six approaches: One teach, one observe; station teaching; parallel teaching; alternate teaching; teaming; and one teach, one assist (Friend & Cook, 2017; Friend & Bursuck, 2012). The one teach, one observe approach makes room for one teacher to lead large-group instruction while the other collects data for instructional planning purposes. Data such as academic, behavioral, and social relating to students can be collected as needed including that required for Individualized Educational Plans (IEP) progress monitoring. Station teaching assigns each professional a station in the classroom for shared instructional delivery for both. professionals. Both are assigned a station each in the classroom. This coteaching model includes a third station for students to

do independent work. In parallel teaching both teachers jointly prepare instruction, but each delivers the content to half of the class consisting of heterogenous student groups. This approach promotes differentiation of instruction and student participation. Alternate teaching gives room for one teacher to teach most of the students while the other teacher works with a small group of students needing pre-teaching, re-teaching, enrichment etc. In teaming, both teachers plan a lesson and share instructional delivery to all students. One teach, one assist allows one teacher to lead instruction while the other teacher walks around the class to provide assistance to students individually as needed.

As already stated, co-teaching is a special education service delivery option that necessitates the collaboration of two professionals, this is the reason it is often referred to as a professional marriage. Although the level of collaboration may be different for certain co-teaching situations, the collaborative relationship is crucial in having and maintaining successful co-teaching. Co-teaching practices that support collaborative partnerships include understanding each other’s philosophies and beliefs as relates to instruction, maintaining parity, preferred classroom routines, and acceptable classroom behavior and responses (Friend & Cook, 2017). Both teachers create lesson plans together and decide on co-teaching models for each that support the curriculum, and address the academic and behavioral needs of the students (Ploessl, Rock, Schoenefeld & Blanks, 2010; Brown, Howerter, Morgan, 2013). For example, alternative teaching or parallel teaching would be a better choice for a lesson with varied assessment outcomes. Ploessl, Rock, Schoenefeld, and Blanks (2010) advised using one teach, one observe sparingly; this model should be used primarily for unplanned, co-teaching interactions. They also suggest that, communication, co-planning, shared delivery of instruction and assessment, and conflict resolution are activities that must be engaged in to increase the effectiveness of co-teaching.

THE PROBLEM: EFFECTIVE INCLUSION OF STUDENTS WITH SPECIAL NEEDS FOR MATHEMATICS INSTRUCTION

As already noted, students with special needs must have access to the general education curriculum, including the mathematics curriculum (IDEA, 2004). “In the area of mathematics, teachers are expected to provide effective instruction on curriculum that address higher level math skills and encompasses open-ended problem-solving tasks as set forth by the National Council of Teachers of Mathematics Standards” (Maccini & Gagnon, 2006, p. 218). Therefore, students with special needs are also expected to learn these Principles and Standards (NCTM, 2000). Consequently, it is important for teachers to use effective instructional procedures and strategies to help all students master the standards (Maccini & Gagnon, 2006).

Students with special needs struggle in a variety of areas in mathematics. Often students with special needs have a difficult time expressing mathematical ideas (Storeygard, 2012). Similarly, many students with special needs present difficulties participating in mathematical conversations and explaining mathematical strategies. They may also experience difficulties focusing on mathematical ideas (Storeygard, 2012). In addition, attention problems, specifically in an inclusive classroom, can lead to a lack of mathematical understanding. The ability to retain information, including that specific to mathematics, is another common area where students with special needs struggle. This deficit can be easily seen when working in the numbers and operations content strand and will lead to prolonged difficulty in mathematics. Finally, students with special needs can have a difficult time achieving mathematics proficiency (Doabler, 2012). Mathematics proficiency includes both conceptual and procedural understanding, which are dependent upon each other (NCTM, 2011). Both types of understanding are particularly evident when students are working on problem solving. If students do not have both procedural and conceptual understanding, they tend to have a very difficult time. With problem solving, there is typically not one correct way to go about solving a problem. If students do not have a strong conceptual understanding of numbers and operations, they will have a difficult time determining the procedure to use in a problem. During the problem solving process, students may be at varying levels. Some students may be in the concrete stage, while others are in the semi-concrete (representational), and finally others are in the abstract stage (Vaughn, 2007). Those students who are in the concrete stage and are still working on their conceptual understanding need to be using manipulatives and hands-on tools. Those in the semi-concrete should be using more visuals as a representation. Once students get to the abstract stage and have true conceptual

understanding, they will be able to efficiently and effectively use mathematics procedures. This is a process that takes time for students with disabilities, which is why problem solving is difficult for students that do not have procedural and conceptual mathematics understanding.

Both general and special education teachers need to have an awareness of these areas of difficulty specific to mathematics so commonly presented by students with special needs. When teaching, helping students make connections to other areas of mathematics, other subject areas, and real life is a useful strategy for students with special needs (Allsopp, 2018). Using visual representations is another effective tool that teachers can use when working with students with special needs. Specifically, using a concreterepresentational-abstract (CRA) approach can be beneficial for all students including those with special needs (NCTM, 2011). Teachers can support conceptual understanding by leading students through a progression of concrete examples using hands on activities as a starting place for students, followed by incorporating pictorial representations, then abstract symbols (Doabler, 2021). Peer mediated instruction and working in small groups can also be useful for students with special needs. This will not only help with mathematics understanding, but also with motivation (NCTM, 2011).

Clearly no two students are alike. Consequently, both general and special education teachers should strive to customize instruction for each student. Customizing instruction for all students can be overwhelming for teachers. Universal Design for Learning (UDL) is a model developed to help teachers do create learning opportunities for students with varying disabilities (Salend & Whittaker, 2017). When using UDL principles, teachers develop lesson plans that allow students: (a) to access lesson content in multiple ways and (b) to demonstrate what they have learned in multiple ways. In addition, teachers who utilize the UDL model develop lesson plans that incorporate a variety of practices that increase student motivation (Universal Design for Learning, 2018; Salend & Whittaker, 2017). Consequently, teachers who develop lesson plans utilizing UDL develop lessons that are effective for all students in their classrooms including those with special needs.

In addition to UDL, many effective general and special education teachers rely on direct instruction (DI) to facilitate the teaching and learning process in their classrooms (Stephan & Smith, 2012). DI is a teacher led whole class instructional approach. When using DI, teachers begin the lesson by activating their students’ prior knowledge and then introduce new content. They model (I do) the new learning activity, e.g., modeling addition problems involving carrying. They model completion of the new activity three or more times. The teacher and the students then begin the new activity together (We do), e.g., the teacher and students complete at least three addition problems involving carrying together. The students then do the remaining problems independently (You do), e.g., students work independently on solving addition problems involving carrying. As students work independently, teachers monitor student performance and provide individual help as needed (Stephan & Smith, 2012). This highly structured whole-class instructional approach, DI, utilizes clear, concise language and a consistent learning routine. The modeling and guided practice portions of a direct instruction lesson, lead to high levels of student engagement and success for all students including those with special needs. DI assures that students do not practice errors; instead, students practice correct, effective thinking and problem solving (Stephen & Smith, 2012). While DI and UDL are effective instructional strategies for all students it can be challenging for teachers to implement these strategies simultaneously in the classroom.

THE SOLUTION: STRUCTURED CO-PLANNING USING A DI/UDL LESSON PLAN TEMPLATE

Figure 1 is a sample Direct Instruction, Universal Design for Learning mathematics lesson plan. We developed the lesson plan template to structure our co-planning and co-teaching for mathematics instruction in an inclusive elementary education classroom. Our template ensures that we utilize DI in the lesson. We script the language in the DI section of the lesson plan to promote consistent use of clear and concise language and mathematics vocabulary throughout the activity. We know how important concise and specific language s for all students. However, we realize that it is critical for our students with special needs. In addition, our template includes the UDL strategies which are aligned with the Core Standards for Mathematics (2010). When coplanning, the general education teacher identifies the mathematics standards and content for the lesson as well as how he or she plans to assess student performance on the lesson content. Together, the general and special education teachers should

identify which co-teaching strategy they will use for this particular lesson. The co-teaching approach identified should meet the unique learning needs of all students in the class. It may be different than coteaching strategies they have used in the past for the class. Once they know how they plan to co-teach the lesson, the general and special education teachers then create the basic lesson plan utilizing DI. As they complete this portion of the lesson plan, they may find it helpful to script the directional language. By scripting the lesson, there will be consistent, concrete language used by both co-teachers as they facilitate the activity. They will then identify at least five UDL strategies from each area: representation, action and expression, and engagement, which will be used in the lesson. We have found that we are often using at least three UDL strategies for each area automatically. However, we often need to identify a few additional UDL strategies for each area to incorporate in the lesson plan. The UDL strategies incorporated in the lesson should be highlighted in that section of the lesson plan. We often provide alternate forms of activity assessment as we identify appropriate UDL strategies. In addition, the special education teacher identifies any assessment accommodations listed on Individual Education Plans (IEPs) for students with special needs to assure that these accommodations occur as required by each student’s IEP. We have found that our DI/UDL lesson plan template structures the co-planning process for us. We spend no more than 30 minutes once a week to plan the lessons for the week. In addition, the DI/UDL lesson plan is a key component in our co-teaching and collaboration; we know who is doing what. Finally, this method allows us to see when all of our students’ achievements have improved; this achievement is for all students including those with special needs. By analyzing student performance on Annual Yearly Progress monitoring assessments and progress monitoring on IEP goals and objectives, our DI/UDL lesson plan process supports improved educational outcomes for all students.

We have found joint lesson planning to be a critical component for effective co-teaching. Further, effective co-teaching is critical to inclusive educational practices for students with special needs. Please feel free to use the blank DI/UDL lesson plan template (see Figure 2) in your work as you collaborate to support students with special needs in your schools.

DI/UDL MATHEMATICS LESSON PLAN

Co-Teaching Lesson Plan Subject & Topic: Math and Early Number Sense

Developed by: Mrs. Martin (Gen Ed Teacher) Mrs. Cooper (Sped Teacher) Grade level: Kindergarten

Date: August 28, 2020 Unit: Numbers and Operations/Counting & Cardinality

Common Core Mathematics Standard

CCSS.Math.Content.K.CC.A.1: Count to 100 by ones and by 100. CCSS.Math.Content.K.CC.A.3:Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20. CCSS.Math.Content.K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality. CCSS.Math.Content.K.CC.B.5: Given a number from 1-20, count out that many objects.

Materials

The Gummi Bear Counting Book by Lindley Boegehold Paper bear cut outs (10 per student) Gummi Bear Candy or plastic bears (at least 10 per student) White board for each student OR iPad with the whiteboard application (Educreations Interactive Whiteboard (this is free) or another whiteboard application)

Examples of other children’s literature books with a focus on early counting and number recognition How do Dinosaurs Count to Ten by Jane Yole and Mark Teague Ten Black Dots by Donald Crews One Hundred Hungry Ants by Elinor J. Pinczes How Many Bugs in a Box by David Carter My Granny Went to Market by Stella Blackstone

Technology

Bold all that apply

o Teacher laptop o SMART Board o LCD projector o SMART Senteos o Computers o iPad or tablet o iPod or mp3 player(s)

Co-Teaching Strategy

Bold the one that applies

o Station Teaching o Parallel Teaching o Team Teaching o Alternative Teaching o One teach, one assist o One teach, one observe o Webcam o Digital camera o Document camera o Digital microscope o Video camera o Scanner o Color printer o Calculators

Direct Instruction Procedure

General Education Teacher Script, Special Education Teacher Script

Introduction I Do

“We have been practicing counting out loud all the way up to 50. Let’s review doing that! Remember, when we are counting, we count slowly and stay together as a class. I will point to our number line as we count.” (Count aloud with class to 50 and point to the numbers as you count.) “Today, we are only going to talk about the numbers up to 10! That seems easy doesn’t it? But, we are going to do a lot of different things with these numbers!” “Have you ever eaten gummy bears or another kind of candy and wanted to count how many pieces of candy that you had?” Using the document camera or smart board show the students 10 gummy bears. “I will count the gummy bears aloud.” Slowly move the gummy bears and count them. “This time I only want to count 4 gummy bears. Watch me as I count just 4 gummy bears.” Slowly move the gummy bears and count them.

We Do

“Now, let’s all count 10 bears aloud together.” Slowly move the gummy bears and count them with the students. “Let’s practice just counting 6 gummy bears.” Slowly move the gummy bears and count them with the students. (Give each group of students 10 cut out paper bears) “I have given each group of students 10 paper bears. We are going to label each paper bear with a different number. Take one of your bears and let’s label it with the #1.” (Model this on the smart board or document camera with the students. After all students have labeled their first bear, label the rest of the 10 bears.) “Now, we have 10 bears with their own number. Let’s put the bears in order from 1 to 10.” (Model putting the bears in order from leftto-right.) Give small groups of students about 50-60 gummy bears on a napkin. “Please do not touch your gummy bears until we begin the activity. At the end of the activity, you will be able to eat your gummy bears! Mrs. Cooper and I will be working together as we begin reading this book. Then you will get to work with your group too during the lesson. So, watch how we work together.”

“Today we’re going to read a book about different activities that the gummy bears get to do. I think you will like the book because it rhymes too! The book is The Gummi Bear Counting Book. It is written by Lindley Boegehold.”

Lesson I Do Begin reading the story

Have your paper bears laid out on the smart board or document camera, just like they are on the students’ desks.

Begin reading the first 2 lines of page 1. After the question mark, stop reading, “Watch me as I look for the paper bear that is labeled 1. Let me see, yes this bear has a 1on it because I can see on our number line what the number 1 looks like.” Point to the bear labeled 1. “Now I am going to put 1 gummy bear on the bear labeled 1.” Put one gummy bear on the bear that is labeled 1.

Continue reading page 1.

Read the first 2 lines of page 2. After the question mark, stop reading, “I am going to find the paper bear that is labeled 2. Let me see, yes, this bear has a 2 on it. I can use my number line to make sure I have the number 2, just like I did before.” Point to the bear labeled 2. “Now I am going to put 2 gummy bears on the bear labeled 2. I will count my gummy bears as I move the bears onto my paper gummy bear. 1 bear, 2 bears.” Put two gummy bears on the bear that is labeled 2.

Continue reading page 2.

We Do

Read the first 2 lines of page 3. After the question mark, ask the students, “Can you point to the paper bear that is labeled 3? Remember you can use your number line to help you if you need it.” Point to the bear labeled 3.

After all students have pointed to the correct bear, ask the students, “Can you put 3 gummy bears on the bear that is labeled 3?” Put three gummy bears on the bear that is labeled 3. “Now that we have 3 gummy bears on the number 3, let’s count our gummy bears together.”

Read the first 2 lines of page 4. After the question mark, ask the students, “Can you point to the paper bear that is labeled 4?” Point to the bear labeled 4.

After all students have pointed to the correct bear, ask the students, “Can you put 4 gummy bears on the bear that is labeled 4?”

Do the same thing for the number 5.

After reading the first two lines about the number 5, read the rest of the page, turn the page to the number 6 and read the first two lines. “Now, it’s your time to work with your small group to figure out which bear has the number 6 on it and how many bears to put

UDL Procedures Bold all that apply

Multiple Means of Representing

*Think aloud strategy

*Use multiple modalities for instruction (auditory, visual & kinesthetic) *Sequence instruction from concrete to representational to abstract (CRA) *Use tangible/concrete materials/manipulatives to illustrate & teach abstract concepts (base-ten blocks, fraction strips, Cuisenaire rods, geoboards)

*Explicitly teach math vocabulary *Use math word walls with visuals *Pre-teach concepts and vocabulary before the lesson

*Use visual representations (concept maps, pictures & other visual aids)

*Use virtual manipulatives (digital objects that resemble physical objects) *Use color-coding/different fonts for operation symbols to encourage operation sense & reduce confusion *Record lessons for review; provide access to students *Highlight essential components in texts, worksheets, problems *Use story maps or graphic organizers for sequencing, retelling or summarizing

Multiple Means of Action & Expression

*Repeat directions *Simplify directions *Read aloud text/problems, repeat, review *Use practical/familiar items to improve focus *Use hands on activities *Provide multiple strategies for skill instruction

*Provide guided notes

*Provide frequent opportunities for cumulative & distributed review of rules, facts, formulas, strategies, etc.

*Teach math strategies, mnemonics, stories, rhythm or music & use visual cues to teach rules or facts *Encourage use of note taking; allow use of notes during assignments *Teach & use the two-column notes strategies to assist with a review of concepts/test-taking *Provide desk & pocket size tools (multiplication & measurement tables, number lines, addition tables, bar models, fraction & decimal conversions, etc.) *Encourage use of calculator to check work *Use technology, computer algebra systems, online tools, digital manipulatives *Use tablets & apps for note-taking,

procedural/conceptual review, frequent practice, etc.

*Use computer assisted instruction for highly structured systematic tutorials, and independent practice with immediate feedback

*Allow for class presentations to be given as a group

*Explicitly teach purpose & application of mathematical models and tools; teach use of knowns & unknowns for strategy selections

on the number 6 bear. Take turns sharing your ideas with your group, just like Mrs. Cooper and I did.” Have students work with their small group and figure out which bear has the number 6 on it. Have students work together to figure out how many bears to put on the number 6 bear. Allow students time to figure out the answer.

“Please point to the bear with the number 6.” “What strategy did you use to figure out which bear had the number 6 on it?” “Let’s count the bears aloud you put on the number 6 bear. Point to the bears as you count them. We will count

together.” Count with the students the 6 gummy bears that are on the number 6 bear.

“What strategy did you use when you were counting the 6 bears?”

Continue reading for the numbers 7, 8, 9, and 10 and repeat the same procedure that was done for the number 6.

Provide each student with a white board or iPad (using the whiteboard application). Students will be still working with their groups, but everyone will have their own white board.

“Children, for the next part of our activity, you will each write your own answers on your white board, but you may talk with your group as you decide how to answer the questions. On your white board, write the number 6.”

(Allow students time to write a number on their boards)

“After you are done writing the number 6, check with your group to see if everyone has the same answer. If everyone does not have the same answer, talk about it with your group to figure out which answer is correct.”

Give students time to talk with their group and come up with a consensus.

Multiple Means of Engagement

*Reduce math anxiety-don’t use timed math facts tests *Allow choice in problem solving strategy *Encourage positive self-talk *Set purpose for learning *Create a safe learning environment *Reduce emphasis on peer competition & perfection *Make learning relevant/connect examples to student’s daily life *Make connections between math and the real world *Use flexible grouping (heterogeneous grouping to minimize the barriers of disability)

*Provide environmental accommodations (quiet space with minimal distractions for independent work, headphones or earplugs, study carrels)

*Create consistent classroom routines & procedures to help focus attention on mathematics *Connect to prior learning & background knowledge *Use culturally relevant & developmentally appropriate examples *Provide immediate corrective feedback *Use small group instruction *Teach self-monitoring (self-questioning, self-evaluation and self-regulation strategies) *Monitor progress frequently to ensure appropriate application & encourage student to set goals based on data

“Please show me your boards.” (Write the number 6 on your smart board or white board.) “If you do not have the correct number, please erase your answer and write the number 6.” “Can someone tell me how they know how to write the number 6?” Have students share strategies.

“Now we have the number 6 written on our whiteboards! Please draw 6 circles on your board underneath the number 6.” Give students time to work and talk with group.

“Check with your group to see if everyone has 6 circles drawn on their white boards.” (Allow students time to work with group.) “Children, please show me your boards.”

Check to see if all students drew 6 circles on their boards. After the students have their answers on their boards, draw 6 circles on your smartboard or whiteboard. “Let’s count my circles together.” (As a class, count the circles). “This is a great way to check to see if you have drawn the correct number of circles.”

“Let’s practice this with one more number. Remember everyone needs to write their own answer, but you will have time to talk with your group.”

“On your white board, write the number 9.” (allow students time to write a number on their boards)

“After you are done writing the number 9, check with your group to see if everyone has the same answer. If everyone does not have the same answer, talk about it with your group to figure out which answer is correct.”

Give students time to talk with their group and come up with a consensus.

“Please show me your boards.” (Write the number 9 on your smart board or white board.)

“If you do not have the correct number, please erase your answer and write the number 9.” “Can someone tell me how they know how to write the number 9?”

Have students share strategies.

“Now we have the number 9 written on our whiteboards! Please draw 9 circles on your board underneath the number 9.” Give students time to work and talk with group. “Check with your group to see if everyone has 9 circles drawn on their white boards.” (Allow students time to work with group.) “Children, please show me your boards.” Check to see if all students drew 9 circles on their boards.

After the students have their answers on their boards, draw 9 circles on your smartboard or whiteboard. “Let’s count my circles together.” (As a class, count the circles). “This is a great way to check to see if you have drawn the correct number of circles.”

You Do

Students will be working independently on their whiteboard or iPad, while answering the questions you provide verbally.

“Let’s pretend I have 3 gummy bears. Write the number 3 on your board and draw 3 pictures to represent the 3 gummy bears. Your pictures can be circles or any

representation that you would like.” Students should show the number 3 on their board with a representation of the number 3.

“Let’s pretend I have 1 jolly rancher. Write the number 1 on your board and draw 1 picture to represent the 1 jolly rancher. Your pictures can be circles or any representation that you would like.” Students should show the number 1 on their board with a representation of the number 1.

“Let’s pretend I have 9 suckers. Write the number 9 on your board and draw 9 pictures to represent the 9 suckers. Your pictures can be circles or any

representation that you would like.” Students should show the number 9 on their board with a representation of the number 9.

Summative Assessment

Review

Students can independently answer the following question using a whiteboard app on their individual iPad. The Educreations App allows students to write and draw their answers. When they are done answering the questions, they can email their answers to you or you can review them directly on their iPad. Teachers will work together to get students set up with their iPads.

1. Write the numbers 1 through 10 on your whiteboard app. 2. Under each number draw the appropriate number of circles to represent the number.

***If students are successful with these questions, we may choose not to use the additional question. While waiting for other students to finish, students could work individually or in small groups with the other children’s literature books with an early number theme that are located in the materials list. ***For students who struggled with the first question, provide support by having them work in a small group with one teacher before having them move onto the second and third question.

3. Choose the numbers that they struggled with during the lesson, as well as 2 numbers that they didn’t struggle with and ask them to write the numbers and draw 2 representations. Use a few numbers that they knew, as well as a few they struggled with.

“Today we learned how to write numbers, recognize numbers, count to find the correct number, and draw a picture to represent a different number. Wow!! I am going to say

a number and as a class we are going to clap that number. My number is 5, let’s

clap 5 claps. (clap and count to the number 5). Great! Tomorrow, we are going to talk about 1 more and 1 less than a number! We will have another treat to use! Guess what??? Now, we can eat our gummy bears!!”

Figure 1. Sample DI/UDL Elementary Mathematics Lesson Plan

DI/UDL MATHEMATICS LESSON PLAN

Co Teaching Lesson Plan Subject & Topic:

Developed by: Date:

Grade level Unit:

Common Core Mathematics Standard Materials

Student Math IEP Goal Technology

Bold all that apply

o Teacher laptop o SMART Board o LCD projector o SMART Senteos o Computers o iPad or tablet o iPod or mp3 player(s)

Co-Teaching Strategy

Bold the one that applies

o Station Teaching o Parallel Teaching o Team Teaching o Alternative Teaching o One teach, one assist o One teach, one observe o Webcam o Digital camera o Document camera o Digital microscope o Video camera o Scanner o Color printer o Calculators

Direct Instruction Procedure

Introduction

Lesson I Do

We Do

You Do

UDL Procedures Bold all that apply

Multiple Means of Representing

*Think aloud strategy *Use multiple modalities for instruction (auditory, visual & kinesthetic) *Sequence instruction from concrete to representational to abstract (CRA) *Use tangible/concrete materials/manipulatives to illustrate & teach abstract concepts (base-ten blocks, fraction strips, Cuisenaire rods, geoboards) *Explicitly teach math vocabulary *Use math word walls with visuals *Pre-teach concepts and vocabulary before the lesson *Use visual representations (concept maps, pictures & other visual aids) *Use virtual manipulatives (digital objects that resemble physical objects) *Use color-coding/different fonts for operation symbols to encourage operation sense & reduce confusion *Record lessons for review; provide access to students *Highlight essential components in texts, worksheets, problems *Use story maps or graphic organizers for sequencing, retelling or summarizing

Multiple Means of Action & Expression

*Repeat directions *Simplify directions *Read aloud text/problems, repeat, review *Use practical/familiar items to improve focus *Use hands on activities *Provide multiple strategies for skill instruction *Provide guided notes *Provide frequent opportunities for cumulative & distributed

review of rules, facts, formulas, strategies, etc. *Teach math strategies, mnemonics, stories, rhythm or music & use visual cues to teach rules or facts *Encourage use of note taking; allow use of notes during assignments *Teach & use the two-column notes strategies to assist with a review of concepts/testtaking *Provide desk & pocket size tools (multiplication & measurement tables, number lines, addition tables, bar models, fraction & decimal conversions, etc.) *Encourage use of calculator to check work *Use technology, computer algebra systems, online tools, digital manipulatives *Use tablets & apps for notetaking, procedural/conceptual review, frequent practice, etc. *Use computer assisted instruction for highly structured systematic tutorials, and independent practice with immediate feedback *Allow for class presentations to be given as a group *Explicitly teach purpose & application of mathematical models and tools; teach use of knowns & unknowns for strategy selections

Multiple Means of Engagement

*Reduce math anxiety-don’t use timed math facts tests *Allow choice in problem solving strategy *Encourage positive self-talk *Set purpose for learning *Create a safe learning environment *Reduce emphasis on peer competition & perfection *Make learning relevant/connect examples to student’s daily life *Make connections between math and the real world *Use flexible grouping (heterogeneous grouping to

minimize the barriers of disability) *Provide environmental accommodations (quiet space with minimal distractions for independent work, headphones or earplugs, study carrels) *Create consistent classroom routines & procedures to help focus attention on mathematics *Connect to prior learning & background knowledge *Use culturally relevant & developmentally appropriate examples *Provide immediate corrective feedback *Use small group instruction *Teach self-monitoring (selfquestioning, self-evaluation and self-regulation strategies) *Monitor progress frequently to ensure appropriate application & encourage student to set goals based on data

Summative Assessment

Review

Figure 2. Blank DI/UDL Mathematics Lesson Plan Template

REFERENCES

Allsopp, D. H., Lovin, L. A. H., & Ingen, S. V. (2018). Teaching mathematics meaningfully: solutions for reaching struggling learners.

Baltimore: Paul H. Brookes Publishing Co. Brown, N. B.; Howerter, C. S.; Morgan, J. J. (2013).

Tools and strategies for making co-teaching work. Intervention in School & Clinic, 49(2), 84-91 https://doi.org/10.1177/1053451213493174 Cole, J. E., & Washburn-Moses, L. H. (2010). Going beyond the math wars. Teaching Exceptional

Children, 42(4), 6. Doabler, C. T., Cary, M. S., Jungjohann, K., Clarke,

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Elementary and Secondary Enrollment

Projection Model, 1972 through 2028.

See Digest of Education Statistics 2018, table 204.30.