I teach chemistry in class nine and the lesson on “sub atomic particles and isotopes” was taught infusing Universal Design Learning (UDL) principles. The setting of the lesson was in ICT laboratory with 36 learners. The learners were seated in ‘Kegan Grouping’ as it makes the learner’s activities more effective. The principles of UDL was carefully embedded in the lesson. For instance, students were offered more than one format of material such as video tutorial, reading material, simulation, quizzes to learn the concept taught. The activity was intentionally designed in a direction where students have opportunity to interact with friends, teacher, and use computer resources such as simulations. Constant reinforcement was given to boost their enthusiasm in learning.After teaching the topic, I realized the infusion of UDL with technology in the lesson was relevant, learner centered and productive. The effectiveness of the lesson is measured based on the correct responses provided in the worksheet provided during the activity. Therefore, I strongly recommend the use of UDL in classrooms.
Overall, the lesson was successful and its one of my best lesson plans that’s been executed. However, in the beginning, the fluctuation of internet connectivity hindered the flow of lesson. Fortunately, the internet connectivity improved after sometime. Such experience of fluctuation and slow internet connectivity is a common barrier encountered in the classroom. However, such barriers can be tackled by using offline apps and downloaded videos. The teaching learning materials included the computer with internet connection and LCD projector. The computer with internet connection is to allow students to play simulation online and the LCD projector to screen video tutorial. To check the progress of the students the worksheet were used during group activity. Students mostly enjoyed simulation of PheT application to understand the concept on isotopes. During the activity, equal participation from both boys and girls were prevalent. The students had more choice to learn. This way, the need of the students were met. The answers provided in the worksheets clearly indicated that the key concepts and learning outcomes were met because students were able to complete the worksheet by using the new knowledge learned from the video and simulation.
The activity was assigned in groups, pairs and individually as well. The class became more interactive while playing simulation and filling up the worksheet. The learning was assessed by assigning task in worksheet. The answers from the worksheet indicated that the lesson objectives were met. However, there were few students who had some difficulty. For them, remedial measures will be taken next time by exploring their way of learning.
In this lesson, the aspects of the nature of science, experimentation and observation was manifested. One is the PheT activity where they were finding the isotopes of carbon element. In which students had to carefully observe the changes in the number of protons, electrons and neutrons. Additionally, they had to identify the isotopes. To energize and encourage students who were quiet and sleepy, one captivating brain game was used after 10 minutes of the start of the lesson. Those who were participating less were asked questions to make them attentive and to participate more.
When I heard about UDL for the first time, I found UDL time consuming and not suitable in our classroom setting. However, when I applied I found we can infuse in our lesson by exploring possibilities. Actually my lesson was designed to be conducted in the ICT class where there was need of computers with internet and LCD projector. I managed to solve this obstacle by adjusting the class in ICT laboratory when the space was free. This is just an example, there are many other barriers that needs to be addressed. If we work smartly and overcome the issues in implementing UDL and ICT, the teaching and learning will be better as it can cater the needs of all kinds of students. No child will be left behind. Therefore, I firmly state this statement that the inclusion of UDL, use of technology and taking care of inclusive learning is one way of moving forward and being a part of scientific revolution.
Aita Raj Limbu
Chemistry Teacher
Norbugang Central School