Instructional Methods

Potential Barriers

UDL Solution

1. Students are given the choice of three famous latinamerican song.
2. They will conduct their own research regarding the author and interpreter, presentation of findings and they will answer questions from the class.
3. Presentation to the class using a voice recording platform like Flipgrip.
4. They will combine visual and auditory information as well as trying to make meaning out of the presentation.
5. Instructor clarifies target vocabulary as well as compare and contrast cultural behaviour

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1. The choice is too narrow. Students should be able to bring up their own choice
2. Students thoughts can get scattered.
3. This might cause technical issues plus choices are limited. There is no organization or focal point
4. Choices again are very limited
5. This limits students participation and finding of their own clarification

1. Instructor will build and activate background knowledge by presenting vocabulary of this particular aspect of Hispanic culture.
2. Similar content should be presented by utilizing multiple media and other formats.
3. Provide multiple examples on how the presentation can occur and also show flexibility when students provide suggestion
4. Instructor will support and outline main ideas
5. Clarification of target vocabulary is communal work made by students and instructor.

Instructional Methods

Potential Barriers

UDL Solution

1. Students are given guidelines to research work of the famous artists.They need to find out when the art was created, why it is important, period it belongs to, describe it and finally formulate a personal opinion on the specific work.
2. Based on research students prepare a presentation to on an assigned day and time to the class. They need to have a visual aid.
3. Students listening to presentation need to come up with questions based on the information they hear about different art works. They need to formulate questions
4. Presentation visual aids are available for students to view.
5. Students fill out a google form answering questions about different works they learned about and rank their favorite one explaining why.

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1. Too narrow of a focus on the assignment and does allow for choice. No focus on goal of assignment. No step by step feedback provided.
2. Lack of flexibility in expression and communication. And not model or examples of task provide.
3. This whole group instruction will only target middle 50%
4. Only visual aids available to to students.
5. No choice given to students based on interest and no alternatives for students to demonstrate learning or interaction with presentations.

1. Provide choice of research topics, such other artists influenced by the artist being studied, comparisons to other artists in the same era, other types of artist in that period, such as comparisons to music, literature, architecture, etc. And express goal assignment to get buy in from students. Allow for choice of how students present and speak on research. Provide step by step feedback to correct and challenge students.
2. Focus more on goal setting for assignment and allow students to choose tools of presentation method. Design rubric to reflect goal and allow for choice of method of presentation.
3. Allow for flexible viewing of presentation using multimedia. Possibly group presentations by theme and allow for choice of viewing presentations.
4. Allow for entire presentation to be available to all students.
5. Give students choice on which presentations to focus on and how they demonstrate it, either by writing, video or audio.

Instructional Methods

[ACTFL Novice-high/Int-low]

Potential Barriers

[Requires students to…]

UDL Solution

[TL = target language]

1. Do Now - Students complete a 5-minute vocabulary quiz in which they have to read definitions in the TL related to the topic (the artist Diego Rivera, let’s say) and provide the appropriate word.

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2. Students read a brief bio in the TL of the famous artist and answer 4 comprehension questions in the TL similar to the targeted questions for the lesson (biographical information). Their ability to answer serves to provide evidence that they can answer simple questions about biographical information. The questions themselves serve as models for the questions the students will have to craft in subsequent steps.

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3. Students brainstorm simple questions in the TL to ask based on some key words like birthplace, education, wife, residence/house, etc.

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4. Information gap / Interview - Students use note cards in English to ask and answer simple questions and exchange biographical information in the TL. One student will be the “artist”, the other the “interviewer”.

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5. Follow-up / Wrap-up - Instructor asks targeted questions in English about biographical vocabulary and question formation (“So, if we want to make a question with cómo, cuál, dónde, or cuándo, what word comes first?”). Instructor continues asking the following: Could you ask and answer simple questions about this artist’s life? Could you use these same questions to ask anyone about their lives? What changes would you have to make to them?

General: … infer the goal of the lesson.

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1. … all perform at the same level from outset.

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2. … understand and learn the content regardless of their background knowledge; extract the relevant information from text; identify key ideas.

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3. … all perform at the same level from outset.

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4. … all perform at the same level from outset; engage with only one partner, which can cause engagement to wane.

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5. … engage in a whole-class discussion, which only targets the middle 50% of students.

General: Instructor should post the overall goals of the unit/chapter and lesson. Between 1 and 2, instructor should go over these goals and walk students through how to reach them (targeting their executive function development).

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1. Instructor should have cards with word banks on hand for students who struggle.

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2. The bio could come in multiple formats (an infographic, a video). The text could be included, but it would not be mandatory to read it. Comprehension questions could be delivered verbally as well. Instructor should follow up with questions (using recycled vocabulary) about the students’ views and experiences with art.

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3. Instructor should have cards with key words and sentence starters on hand for students who struggle.

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4. Note cards could vary in difficulty. Some cards could include more elaborated examples, some could be all in the TL, or some students could choose to forgo them altogether. Also, students should change partners and perform the info gap more than once in order to get them moving (even if only into a breakout room) and boost engagement.

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5. Instructor should issue exit tickets, the format of which can vary by ability (some could use a rating scale, some short answer, some with choices).