writing presentation and need a sample draft to help me learn.
Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework.
Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study.
Refer to “The UDL Guidelines,” the topic Resources https://udlguidelines.cast.org/, and your research to create an 8-10 slide digital presentation that addresses the following:
Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities.
Describe the UDL guidelines of engagement, representation, action, and expression.
Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities.
Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas.
Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework.
Title slide, reference slide, and presenter’s notes.
Support your presentation with a minimum of three scholarly resources.
Refer to “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success enter.
Requirements: 8-10 slides
Universal Design for Learning Approaches – RubricTotal75pointsCriterion1.1: No Submission2.2: Insufficient3.3: Approaching4.4: Acceptable5.5: TargetApplying UDL PrinciplesApplying UDL Principles0pointsNot addressed.7.76pointsExplanation of how applyingUDL principles in theeducational setting canaddress the needs of allstudents is inaccurate andlacks relevant supportingdetails.8.33pointsExplanation of how applyingUDL principles in theeducational setting canaddress the needs of allstudents is cursory and ismissing key supportingdetails.9.79pointsExplanation of how applyingUDL principles in theeducational setting canaddress the needs of allstudents is complete andincludes relevant supportingdetails.11.25pointsExplanation of how applyingUDL principles in theeducational setting canaddress the needs of allstudents is comprehensiveand in-depth.UDL GuidelinesUDL Guidelines0pointsNot addressed.7.76pointsDescription of UDL guidelinesof engagement,representation, action, andexpression is incomplete.8.33pointsDescription of UDL guidelinesof engagement,representation, action, andexpression is cursory.9.79pointsDescription of UDL guidelinesof engagement,representation, action, andexpression is accurate.11.25pointsDescription of UDL guidelinesof engagement,representation, action, andexpression is insightful.UDL InstructionalApproaches or AdaptationsUDL InstructionalApproaches or Adaptations0pointsNot addressed.7.76pointsThe three specific, evidence-based UDL instructionalapproaches or adaptationsthat could enhance thesuccess and promote thegrowth and development ofstudents are erroneous andinappropriate for students.8.33pointsThe three specific, evidence-based UDL instructionalapproaches or adaptationsthat could enhance thesuccess and promote thegrowth and development ofstudents are ambiguous andidentify few connections tobest practices.9.79pointsThe three specific, evidence-based UDL instructionalapproaches or adaptationsthat could enhance thesuccess and promote thegrowth and development ofstudents are clear andappropriate for students.11.25pointsThe three specific, evidence-based UDL instructionalapproaches or adaptationsthat could enhance thesuccess and promote thegrowth and development ofstudents are exemplary anddemonstrates best practices.Professional PracticeProfessional Practice0pointsNot addressed.7.76pointsExplanation of how UDL andthe use of evidence-basedstrategies can influence andbe used to improveprofessional practice andstudent outcomes, includingspecific examples to illustrateideas, is erroneous and lacksrelevant supportingexamples.8.33pointsExplanation of how UDL andthe use of evidence-basedstrategies can influence andbe used to improveprofessional practice andstudent outcomes, includingspecific examples to illustrateideas, is cursory andsupporting examples lackprecision.9.79pointsExplanation of how UDL andthe use of evidence-basedstrategies can influence andbe used to improveprofessional practice andstudent outcomes, includingspecific examples to illustrateideas, is accurate andprovides relevant supportingexamples.11.25pointsExplanation of how UDL andthe use of evidence-basedstrategies can influence andbe used to improveprofessional practice andstudent outcomes, includingspecific examples to illustrateideas, is exemplary andincludes comprehensiveexamples.Additional ResourcesAdditional Resources0pointsNot addressed.7.76pointsFive links to additionalresources related to UDLstatistics and approaches areincompletely and/orincorrectly benefit teachers.8.33pointsFive links to additionalresources related to UDLstatistics and approachespartially benefit teachers.9.79pointsFive links to additionalresources related to UDLstatistics and approachescompletely and correctlybenefit teachers.11.25pointsFive links to additionalresources related to UDLstatistics and approachesideally benefit teachers.Title Slide, Slide Notes, andResearch CitationsTitle Slide, Slide Notes, andResearch Citations0pointsNot addressed.2.59pointsNo title slide or slide notes.Reference slide includeserrors and/or inconsistentlyused citations. Sources arenoncredible.2.78pointsTitle slide, and/or slide notes,and/or reference slide arenot present. Sources do notfully support claims, orsources are not all credible.Sources are documented,although several errors arepresent.3.26pointsTitle slide and slide notes arepresent. In-text citationshave few errors. Referencesused are reliable andreference slide lists all citedsources with few errors.3.75pointsTitle slide and thorough slidenotes are present. In-textcitations and a referenceslide are complete andcorrect. Sources are credible.The documentation of citedsources is free of error.LayoutLayout0pointsNot addressed.2.59pointsThe layout is cluttered,confusing, and does not usespacing, headings, andsubheadings to enhance thereadability. The text isextremely difficult to readwith long blocks of text, smallpoint size for fonts, and2.78pointsThe layout shows somestructure but appearscluttered and busy ordistracting with large gaps ofwhite space or a distractingbackground. Overallreadability is difficult due tolengthy paragraphs, too3.26pointsThe layout background andtext complement each otherand enable the content to beeasily read. The fonts areeasy to read and point sizevaries appropriately forheadings and text.3.75pointsThe layout is visually pleasingand contributes to theoverall message withappropriate use of headings,subheadings, and whitespace. Text is appropriate inlength for the targetaudience and to the point.
Criterion1.1: No Submission2.2: Insufficient3.3: Approaching4.4: Acceptable5.5: Targetinappropriate contrastingcolors. Poor use of headings,subheadings, indentations,or bold formatting is evident.many different fonts, dark orbusy background, overuse ofbold, or lack of appropriateindentations of text.The background and colorsenhance the readability ofthe text.Language Use andAudience AwarenessLanguage Use and AudienceAwareness (includessentence construction, wordchoice, etc.)0pointsNot addressed.2.59pointsInappropriate word choice isevident. Language is notreflective of the targetedaudience.2.78pointsSome distractinginconsistencies or repetitionsin word choice are present.Language is not clearlydesigned for the targetedaudience.3.26pointsWord choice is reflective ofthe intended audience, usesa variety of appropriatevocabulary, andcommunicates clearly.3.75pointsWord choice is distinctive,creative and well-suited topurpose, discipline, scope,and audience of thepresentation.Research CitationsResearch Citations (in-textcitations, reference slide, andtype of sources)0pointsNot addressed.2.59pointsMany citations are missingwhere needed. Referencesslide includes numerouserrors. Sources may not becredible.2.78pointsSome citations may bemissing, or the citations donot support the submission.References slide may includeerrors. Sources may not beappropriate for thesubmission.3.26pointsIn-text citations andreferences slide have fewerrors. Sources are credibleand appropriate for thesubmission.3.75pointsIn-text citations andreferences slide are completeand error-free. Sources arecredible and appropriate forthe submission. The sourcesstrongly support thesubmission.Mechanics of WritingMechanics of Writing(includes spelling,punctuation, and grammar)0pointsNot addressed.2.59pointsPresentation and speaker’snotes include surface errorsthat are pervasive enoughthat they impedecommunication of meaning.Inappropriate sentenceconstruction is used.2.78pointsPresentation and speaker’snotes include frequent andrepetitive mechanical errorsthat distract the reader.Sentence structure is lacking.3.26pointsPresentation and speaker’snotes include somemechanical errors, but theydo not hindercomprehension. Effectivesentence structures areused.3.75pointsPresentation and speaker’snotes are virtually free ofmechanical errors. Sentencestructures are engaging.