511 Classroom Observation
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Victor Valley College *
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Apr 3, 2024
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EDUU 511 Classroom Observation Form
Universal Design for Learning
School Oak Hills Highschool Date 11-9-2020
Time 9:30 AM
Teacher Monica Lee Grade/Subject Highschool Science Lesson
Setting: ___ General Education X Special Education
Record your observation notes below. You may not see evidence of every element of a UDL guideline during each observation. Comment on what you do see.
Universal Design
Guidelines
Observation Notes
What did you see?
Explain the connection to the UDL Guidelines
Multiple Means of
Representation
-Provide options for perception
-Provide options for language, mathematical expressions and symbols
-Provide options for comprehension
This UDL guideline was demonstrated by the teacher using 1.1 – 1.3.
The teacher taught a lesson on Volcanoes and demonstrated how
they worked after the lesson. First, Monica expressed her knowledge
on volcanoes to the students by talking aloud and asking questions. She then showed the students a video on volcanoes using their pro-
wise smartboard. After the video was over, the class then went over a lesson on the smartboard which consisted of a quiz after the lesson.
This gave the teacher the ability to see that the students were understanding what they had learned. Using guideline 2.1
I felt that Monica gave the students a hands-on illustration demonstrating how volcanoes worked by using baking soda and vinegar and creating a little eruption. The students were very fascinated with this project as Monica asked them questions regarding the lesson and project. She would ask them “What is happening now?” and the students would say “It is erupting like the in the video we watched!” Using guideline 3.1 Monica would ask the students what the remembered from the video they had watched on the smartboard before she went on with each step on the visual volcano. The students would go through the steps as the worked on creating the volcano. (They watched a video on volcanoes and then watched a video on the experiment they were going to conduct in the classroom) Monica would ask them what happens next and what is the next step.
I thought the teacher did a wonderful job with these students working with such a diversity of disabilities. She really kept all the students focused the whole time. There were even non-verbal students in the class who had the ability to participate by reading aloud using the smart board. When the students would go up to the smart board and press the icons, they were read aloud! Multiple Means of
Action and Expression
-Provide options for During this lesson, I observed Monica using 6.2 During her lesson she took the time to make sure that the students had a clear understanding of what they had learned from the video as they
physical action
-provide options for expression and communication
-provide options for executive functions
performed the hands-on activity creating the eruption. The teacher asked the students to demonstrate their knowledge before every step by asking them “What’s next?” This gave her the clarification that the students had an understanding and that they had gained knowledge from the lesson she had given them. I also saw her use guideline 5.2 as she used multiple tools to create the project, and even gave each student a paper to fill out when they were done so they could show her what the had learned. I was so fascinated with the way the papers were constructed. If the students were not able to write, they could cut and paste the answers on it was such a great example on how to teach a class with such diversity.
Provide Multiple Means
of Engagement
-Provide options for recruiting interest
-Provide options for sustaining effort and persistence
-provide options for self-
regulation
During her lesson Guideline 7.3 was demonstrated by having students remain quite during the video. This eliminated any means of
distraction so that the students could have their complete focus on the lesson. Monica also asked each student to raise their hands to answer questions. Guideline 9.3 was demonstrated when the students had the ability to take the quiz on the smartboard, and then finish the paper after the activity. I also feel that this is a great way to
communicate with the parents by the students taking home the paper and showing the parents what they had done in class. Guideline 9.2 was demonstrated by allowing the students to raise their hands and not just shout out answers. Guideline 8.3 was used when the students had the ability to ask questions when they had concerns. Respond to the following questions:
1.
What did you learn from the teacher about the students with special needs that were in the class (students with IEPs, 504’s or GATE)?
During my observation, I had the ability to be in a classroom with students who each had an IEP. I learned that even though each student was different in their own way, the teacher had the ability to create a lesson that was easy for them all to participate. There were students in there who had behaviors and would become over stimulated, yet the lesson still worked. The teacher had the ability to use the UDL’s according to each student’s need. During the lesson, I would hear the para educators and the teacher express the concerns with the students. For example, if one student had an IEP goal that consisted of cutting, they would state “You can do this, it is one of your goals.”
This was something that I took notes on because I feel that it is so important to have the class work as a whole regardless of their disabilities. It gives the students a chance to work as a class and to fit in with one another. 2.
Describe the physical environment of the classroom and the social environment. How did the teacher create a sense of community?
The environment was quite welcoming, and all the staff were completely involved with the lesson. All the students worked very well with their teacher as she had such an upbeat personality that even made me very interested in the lesson. I feel that the students had the ability to not only respond well to their teacher, they were very interested in the lesson. Having the students complete the lesson as a whole was something that really stuck out to me. I
feel that it created such a great sense of community. The classroom had its moments where it would seem to be overwhelming, but the teacher had the ability to bring it back down and get the students to focus on the lesson. This class had a very welcoming feeling. All the students interacted so well with one another. They even focus on one another when it was their turn to talk. I even noticed when one student would answer the question wrong on the quiz, they would tell one another to try again. I feel that they had learned this from their teacher. 3.
What evidence was there that the teacher had clear expectations for academic and social behavior? Evidence that Monica displayed her clear expectation were that she had the students completely focused on the lesson. She also made sure she explained why it is important that they are learning about volcanoes. The way that she had her lesson plan set up obviously took time. You could tell that she put hard work into her lesson. She was very clear on the students being quite while another was talking and allowing them to learn social skills as she taught them. The students knew when to give all their attention, and when they could talk to one another while working on their papers. I also feel that it was so important for her to them work on the papers so that they can show their parents what they had did in class. Some parents can’t ask their students how their day was or what they had did in class. So, sending these
papers home is such a brilliant idea!
4.
What instructional strategies did the teacher use that seemed to be most effective for the students with special needs in the class?
Alternative assessments had been one of the things I had observed Monica using. I had wondered how a class with such diversity would be able to work as a whole. When Monica expressed how some students could not write then they could glue. And if they had the ability to trace then a staff member would write the answers in highlighter so that they could trace. I feel that this was the most effective because the students were not broken up in groups working on different things! They worked all on the same lesson as a whole and it was created that way by Monica. I loved how the smart board was used and that the students who were non-verbal had the ability to touch the button and it read the answer aloud.
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5.
What insights did you gain about teaching from this observation? As I am about to start teaching student with severe disabilities, I had gained so much knowledge from doing this observation. There have been many times that I hear people saying that SPH classes are boring and they hate working in them! Observing Monica made my heart so happy and gave me so many ideas on how I will teach my class. Monica taught me that her classroom is a whole. Students are there to learn and work on goals, not to be babysat!
I am so glad that I did this observation as I gained so many insights and tools that I will definitely be using in my classroom! I now know how I can create a lesson for the class as a whole and modify it to the needs of each student! I also loved Learning how the UDLS were incorporated into a special education class!