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MAP
SCAVENGER
HUNT
6 ELEMENTS :
LEARNER
APPLYING STAGE TEACHER TEACHING STAGE
TARGET
ASSESSMENT
INSTRUCTION
MANAGEMENT
ANALYZING/REFLECTING
STAGE
Planning Stage
START WITH WHAT YOU KNOW
LMM: UDL:
This lesson plan is intended Although this lesson plan does
to allow comprehension and allow differentiation in
critical thinking constructed resources, assessment and
through the interaction active learning strategies, this
between reader and text. lesson plan does not allow for
Also, the information to be multiple learning styles, needs
attained and knowledge to be and preferences. Applying more
expanded is acquired of a well-rounded UDL
thorough various sources. environment would include
multiple means of
representation.
Learning Map and UDL:
Analyze Lesson Plans
LESSON PLAN 2: PEARL HARBOR
LMM: UDL:
This lesson plan is intended This lesson plan challenges
to enhance learners learners to present information
understandings of varying in various ways, differentiate
viewpoints through research, the way learners express their
development and production. knowledge and simulate interest
Also, learners are able to and motivation for learning by
cycle through the stages and including activities and
interactions of this model. questions.
Learning Map and UDL:
Analyze Lesson Plans
LESSON PLAN 3: LITERACY
LMM: UDL:
This lesson plan allows This lesson plan maximizes
learners to use context as a learning opportunities for
meaning, consult reference learning through tools and
materials, understand and resources. Also, this lesson plan
comprehend while thoroughly allows for learners to present
understanding and information, engage with each
implementing the stage other, and hold accountability
definitions. through assessments and
evaluations.
Comparing Lesson
Plans
THE LESSON PLANS DISPLAY BOTH THE LEARNING MAP
MODEL (LMM) AND UNIVERSAL DESIGN LEARNING (UDL).
ALTHOUGH LESSON PLAN 3 (LITERACY) IS MORE IN DEPTH
WITH BOTH LMM AND UDL, EACH LESSON PLAN PROVIDES
CLEAR STUDENT OBJECTIVES AS WELL AS OFFERING
DIFFERENTIATION THROUGH REFLECTION AND
ASSESSMENT. EACH LESSON ALLOWS LEARNERS TO
SUCCESSFULLY ACHIEVE THEIR LEARNING GOALS
THROUGH EVIDENCE-BASED LEARNING IN STAGES
AND/OR EDUCATIONAL FRAMEWORK THROUGH
PRINCIPLES.
Achieving Outcomes
Through Lesson Plans
EACH LESSON PLAN HAS CLEARLY STATED OUTCOMES
THROUGH OBJECTIVES AND STANDARDS. TO ACHIEVE THE
OUTCOMES, MOST IMPORTANTLY, THE EDUCATOR MUST
IMPLEMENT THE PROPER TEACHING METHODS, ADJUST
MODIFICATIONS IF NEEDED, SUPPORT LEARNERS,
PROVIDE ADEQUATE RESOURCES, ENFORCE GROUP AND
INDIVIDUAL WORK, GUIDE LEARNERS THROUGH
INSTRUCTION, UNDERSTAND ACADEMIC AND LEARNER
OBLIGATION AND STANDARDS AND ALLOW LEARNERS
SUCCESS.
Suggestions for
Improvement:
EVERY LEARNER IS DIFFERENT, NOT EVERY LESSON PLAN CAN WORK IN THE EDUCATORS
FAVOR. MANY TIMES EDUCATORS NEED TO MAKE ADJUSTMENTS OR MODIFICATIONS FOR THEIR
STUDENTS. A SUGGESTION FOR IMPLEMENTING THE LITERACY LESSON PLAN, IS TO OBSERVE
THE LESSON PLAN, WRITE DOWN WHAT WORKED/WHAT DID NOT WORK, WHERE DID LEARNERS
HAVE DIFFICULTIES, WAS THERE A POINT WHERE STUDENTS SEEMED TO BE ENGAGED WITH THE
MATERIAL, WHERE THERE SPECIFIC PEDAGOGICAL STRATEGIES THAT WORKED WORKED WELL.
THIS WILL ALLOW THE EDUCATOR TO REFLECT AND DEVELOP A FOUNDATION THAT WILL BE
EFFECTIVE FOR THE CLASSROOM.
INCLUDING DIFFERENTIATION IN LESSON OR ASSESSMENT TO ENGAGE STUDENTS IS CRUCIAL
IN THE LEARNING PROCESS. LESSON PLAN 2- PEARL HARBOR COULD BENEFIT FROM
IMPLEMENTING DIFFERENTIATION IN THE ASSESSMENT/COMPREHENSION ACTIVITY. IT SEEMS
THAT SOME STUDENTS MAY BECOME LESS INTERESTED IN THIS LESSON PLAN BY THE DRYNESS
OF THE LESSON.
LEARNERS STRIVE IN CLASSROOM ENVIRONMENTS THAT ALLOW THEM TO FEEL COMFORTABLE,
SUPPORTED AND RESPECTED. ALLOWING STUDENTS TO WORK CLOSELY TOGETHER TO ACHIEVE
TEDIOUS TASKS WILL ENGAGE LEARNERS AND ENCOURAGE LEARNERS TO LEARN FROM
CLASSMATES AND ENJOY SHARING AND LEARNING.
Resources
ATTACK ON PEARL HARBOR- LEARNING TO USE PRIMARY-SOURCE MATERIAL
GRADE 3-5. (N.D.).
BURDEN, R., PAUL & BYRD, M., DAVID. (2015). METHODS FOR EFFECTIVE
TEACHING.
MEYER, A., ROSE, D.H., & GORDON, D. (2014). UNIVERSAL DESIGN FOR
LEARNING: THEORY AND PRACTICE. WAKEFIELD, MA: CAST PROFESSIONAL
PUBLISHING.