Running head: UDL INSTRUCTIONAL PLAN 1
UDL Instructional Plan Analysis
Tara Dennehy
EDU 620 – Meeting Individual Student Needs With Technology
Ashford University
Dr. Patricia Neely
October 15, 2018
, UDL INSTRUCTIONAL PLAN ANALYSIS 2
UDL Instructional Plan Analysis
The lesson plan that I chose to look at was “The Life Cycle of Butterflies, Day 1” plan. It
is a science lesson written for Pre-K through second grade. In this lesson plan, students will use a
variety of ways to learn about the butterfly life cycle and how it is different to the lives of other
animals. After basic discussions, students will be given the option to work individually or in
pairs to find a source that gives them information about butterflies and prepare to share one new
fact that they learned with the class. Students will then individually go between different stations
that are based off of the different phases of a butterfly’s life. At these stations the students will
describe the stages by making a book, writing, drawing, or creating a graphic organizer. At the
end students will share what they learned (The Life Cycle of Butterflies Day 1, n.d.).
Principle 1
The first principle of Universal Design for Learning (UDL) is representation.
Representation is where a teacher provides essential concepts in a variety of different ways
(Neely, n.d.). In this lesson there are many different ways that the information is represented.
Students are able to verbally discuss what they know and learn about the butterfly life cycle.
They are also able to independently draw the life cycle. This helps for students who may be more
successful with pictures than words. Finally, for those who are visual learners, the instructor will
read from a book. This will give them something to look at as they are being given the
information, which will increase their comprehension.
Principle 2
The second principle of UDL is actions and expressions. In UDL, actions and expressions
is how a student presents or shows that knowledge that they have been taught (CAST, 2010). It
allows them to demonstrate that they have mastered a skill or the material being worked on
UDL Instructional Plan Analysis
Tara Dennehy
EDU 620 – Meeting Individual Student Needs With Technology
Ashford University
Dr. Patricia Neely
October 15, 2018
, UDL INSTRUCTIONAL PLAN ANALYSIS 2
UDL Instructional Plan Analysis
The lesson plan that I chose to look at was “The Life Cycle of Butterflies, Day 1” plan. It
is a science lesson written for Pre-K through second grade. In this lesson plan, students will use a
variety of ways to learn about the butterfly life cycle and how it is different to the lives of other
animals. After basic discussions, students will be given the option to work individually or in
pairs to find a source that gives them information about butterflies and prepare to share one new
fact that they learned with the class. Students will then individually go between different stations
that are based off of the different phases of a butterfly’s life. At these stations the students will
describe the stages by making a book, writing, drawing, or creating a graphic organizer. At the
end students will share what they learned (The Life Cycle of Butterflies Day 1, n.d.).
Principle 1
The first principle of Universal Design for Learning (UDL) is representation.
Representation is where a teacher provides essential concepts in a variety of different ways
(Neely, n.d.). In this lesson there are many different ways that the information is represented.
Students are able to verbally discuss what they know and learn about the butterfly life cycle.
They are also able to independently draw the life cycle. This helps for students who may be more
successful with pictures than words. Finally, for those who are visual learners, the instructor will
read from a book. This will give them something to look at as they are being given the
information, which will increase their comprehension.
Principle 2
The second principle of UDL is actions and expressions. In UDL, actions and expressions
is how a student presents or shows that knowledge that they have been taught (CAST, 2010). It
allows them to demonstrate that they have mastered a skill or the material being worked on
