Portfolio: Universal Design for Learning

Unit 4 Complete #1 Portfolio

The students will be able to fluently multiply multi- digit whole numbers. Fluency
in mathematics is key and the goal of any lesson. It is about understanding, strategies,
and efficiencynot speed. Other goals in this lesson are to assure that students can
make connections between addition and multiplication, have a conceptual
understanding of place value and how it can be used to find the product, and learn a
variety of ways to multiply to make connections to the standard being taught. The
students will then be able to apply the concept of multiplication while completing a math
task. We will begin this fluency in the class with a number talk. A number talk is a daily
routine that gets the students thinking strategically about math and gives the students
practice with computation. In this lesson, it will be computation with the key concepts of
multiplication. The students will begin by solving a simple two digit by two digit number
mathematically in their head, no paper, not pencil. We will discuss all the different
answers the students derived from solving it. The students will discuss how they
solved the problem. If more than one way to solve for the correct answer is given, it will
be the segway into the lesson. I will have the students work with a partner to
compare/contrast the different ways to solve. If there is only one way, we will discuss,
model and practice the different ways to solve two digit by two digit and two digit by
three digit. Some of the ways are standard algorithm, lattice method, array model, and
Japanese method. It is important that the students are fluent in all different ways and
have a conceptual understanding to apply it to specific task involving multiplication. Not
all ways will work in every real-world problem. Once we practice all the ways to multiply,
using a variety of different methods to practice, the students will work together to
compare each method. I will work with groups or individual students as I observe their
understanding of the concept and ask questions to redirect their thinking, using different
vocabulary terms to reach all learners to make the connections needed. We will then
work together to discuss how different methods can help derive to achieve the same
answer and in what situations would each be best used. Once we make these
connections, the students will work together in a group to complete a math task to solve
a multi-step multiplication problem as a formative assessment for conceptual
understanding of the lesson. Students will present their thinking to the class. The floor
will be open for discussion, accountable talk, during the presentations.
During this unit of solving multiplication and division problems, I will provide students
with visual posters that display all the different symbols for multiplication and division
that they will see and examples of the variety of ways to solve each one to help support
providing multiple means of representation to support the recognition networks. These

posters can be viewed by the students as needed throughout the lesson and practice
for a visual. The students will work with a partner or a group to share the thinking within
the lesson. This works great for those students who have trouble with auditory cues.
They can hear the directions again and get reassurance from their peers. There will be
a copy of directions in text, an interpreter for a student if needed, manipulatives for
visual representation, overlays for students with dyslexia, and a computer for text-tospeech for the group or individual. Natural Reader is found to be one of the top text-tospeech programs available. This text to speech software comes in several versions,
including a free one that converts Microsoft Word documents, PDF files, and emails into
spoken words. (Poppas, 2015) Mathematics glossary is another great tool for students
to use to define terms and concepts, give students visual images to make connections
and real-world examples relating to the term. Any student with a visual disability can
enlarge print on the computer or I can enlarge the text on paper .
When providing multiple means of action and expression to support a strategic networks
it is important to understand that this is the How to learning. It is very important that
each student be able to express themselves in a way that is comfortable and easy for
them. One way to do this is to have the students self monitor their thinking as they work
through a problem. When students monitor their own thinking and strategies to
represent and solve word problems; failure to self-monitor may result in incorrect
solutions. (Hardy, PH.D, 2005) A self monitoring form can be created for all students to
complete while working on a task or with a partner to solve mathematical computation.
Graph paper and calculators can also be provided to help students solve the problem.
If calculators are used then students must explain how their thinking or draw images on
graph paper. When using a computer, a no keys virtual keyboard can be provided as an
option to the actual keyboard for texting their written expression. It can then be printed
if needed for observation by the teacher. Another tool I used often for written
expression was dry erase boards or allowing the students to write on their desks. This
was a great alternative to writing with a pencil.
Providing multiple means of engagement means that the teacher finds multiple
ways to keep a student engaged and interested during a lesson. I truly believe that
students are very motivated when they are challenged and can work with others during
a lesson. Cognitive dissonance is created by a dedicated teacher who challenges the
students' beliefs about their own capacity to learn. (Johnson, 2009) This all begins with
the background knowledge of the students and their ability to make connections during
the lesson. I must observe, ask questions, scaffold the learning strategically throughout
the lesson and give them direction for the reasons behind the why they are learning
what they are learning. It all begins with great planning. As the teacher, I have to make
it relevant. This is key when the students complete the task. I must make the task
challenging (puzzle-like), purposeful, and collaborative; not only as a small group, but
also as a whole group. Think-pair-share communications is a great way to demonstrate

this means of engagement. When my students share their thinking we are always
respectful and encouraging. My students must use phrased like, I agree with ____ but
would like to add or I respectfully disagree with _____ because.. This is not only
a great tool for self reflection, but helps to make connections with the learning during
discussion. The students are allowed to teach the class during this time or just continue
with the accountable talk. We will then decide as a class if we reached our goals for the
lesson. The students will rate their learning and ask any questions that will drive the
next days lesson.
References:
Hardy PH.D, S. H (2005) Research-based math interventions for middle school
students with disabilities. Powerpoint. Retrieved from chromeextension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Johnson, B (2009) Challenging students to think more deeply. Edutopia. Retrieved from
http://www.edutopia.org/active-learning-challenge-students
Poppas, C. (2015) The best text to speech software for elearning. Elearning Industry.
Retrieved from https://elearningindustry.com/top-10-text-to-speech-tts-softwareelearning