Universal Design for Learning Learning Unit

I have written unit plans for every unit I've ever taught, but writing the UDL lesson was more of an experience than an assignment. Universal Design for Learning forced me to think about layering a lesson so that every learner is given multiple opportunities to learn in a way that is best for them.
My classes have always been filled with diverse learners and I am accustomed to accomodating and modifying lessons and activities with varying abilities. However, when I applied the lesson to the group project scenario, I had to address the learning needs of hearing impaired and blind students, gifted and talented students, and students with varying ability levels in the same classroom.
Throughout the process, I had to assume that a sign-language interpreter and sight-aide were not in the classroom to assist. I enjoyed the challenge of creating visual interpretations for a hearing impaired student and tactile experiences for a blind student. It is important to me that the students' learning is the focus, rather than the disability. Using spaghetti to represent lines was an idea that came to me over dinner, but the value of my idea was confirmed when I discovered a BrainPop video that also uses pasta to represent lines and easy-to-read text and graphics. Coordinating the video and pasta into the classroom lesson addressed both the needs of the hearing impaired and the visually impaired students.
To address the needs of the gifted students and the students with varying ability levels, I applied the UDL principle of providing options for expressing skill levels and choices of media for communication, while continuing to provide options for visual and tactile activities. In the guided practice piece, I tried to include three activities that would present a challenge, but generate success, for all students. The activities in the three groups challenged the students to create a visual and tangible representation of the new terms and concepts the students were learning. The groups also offered the teacher the opportunity to steer students to the guided practice activity best suited for their individual learning needs and success.
In the assessment piece, I applied the UDL principles of authenticity, providing varying ways to interact with materials and assistive technologies. The PhotoStory project offered students the choice of working with a partner to create visual, audio and text that work together to explain a concept. The art project offered students a creative means to interpret terms and concepts.
Another component in writing this lesson that I continually considered was the technology experience of the teacher. I didn't want to overwhelm the teacher with information, instructions, and set-up for multiple pieces of technology. If the teacher feels overwhelmed, he is less likely to continue to use technology.
Writing a UDL lesson was a wonderful experience for me. Throughout the process, I found myself thinking of students I currently teach and whether or not my methods of instruction are meeting their needs. While I have an advantage over most teachers because I have a computer lab in which to teach, I realize that there are layers recognition, strategic and affective networks that I am missing. I am so glad that I have learned about UDL, and it is definitely a method of lesson development I will continue to use.