ISTE Standards for Coaches: 4.4 Learning Designer
As learner designers, coaches model and assist educators to create learning environments/experiences that address the interests and needs of students individually. Coaches offer active/authentic learning experiences that nurture students' content mastery and competency utilizing best practices for choosing theories and models and include principles of instructional design with educators to develop/provide digital learning environments. Learner variability is taken into consideration in collaborating with educators and in developing efficacious digital learning best practices.
As learning designers, we believe coaches model/support educators in designing/developing learning environments/experiences that meet students' needs, nurture students' agency, support individualized digital learning, and model/collaborate in designing learner accommodations (ISTE, 4.4.a-d.).
We provide resources and tools to help coaches master and apply ISTE Standards 4.1. Teachers need a wide variety of resources, so technology coaches are prepared to offer a wide range of resources/ways that teachers can access what they need. This resource provides a comparison and contrast of engagement in traditional classrooms and online environments, a description of five online engagement strategies, a rationale for each strategy to support students' needs, a summary of the pros and cons of each strategy, and recommendation of educational tools and media.
https://canva.link/ldk3yemik2wvgoz
Synchronous & Asynchronous Technology Based Tool to address individual student needs using instructional supports and provide solutions to individualize & differentiate learning.
https://canva.link/571xpsfp3ugqjp6
TEC-541 Benchmark—Exemplar Distance Learning Lesson
Here is the public view link to the Canva module/lesson plan
The importance of technology coaches being able to demonstrate to other teachers how to construct a distance learning lesson or unit should not be underestimated. The following lesson includes objectives and student opportunities (i.e., based on Bloom’s six-level taxonomy), interactive media elements (i.e., Sprouts video), assessment (i.e., Kahoot! quiz), classroom management/implementation (i.e., Classdojo.com), maximizing technology for effective classroom management/collaborative learning strategies (i.e., Classdojo.com for collaboration of students, parents, and teachers), support/extended learning/opportunities (i.e., teachers collaborate together offline/infographic toward online engagement), and local/global communication (i.e., Bigbluebutton.com).
Objectives and Student Opportunities
As stated in my Canva module/lesson, Bloom’s Taxonomy is for Everyone (Grades 7-12)” Bloom’s Taxonomy Levels (i.e., remember, understand, apply, analyze, evaluate, and create), Above--Educational Objectives (Remembering & Understanding of Bloom’s Taxonomy)
- Remembering Level--Learners will be able to identify Bloom’s six levels of thinking skills from lowest order thinking skills/LOTS to higher order thinking skills/HOTS
- Understanding Level--Learners will be able to identify, understand, & choose correct LOTS/HOTS in Kahoot! quiz
Throughout the module, small groups of students collaborate online through Zoom breakout rooms (or teacher’s/district’s choice of platform) to formulate watch a related video, formulate possible questions for the quiz, and take the formative Kahoot! assessment together with differentiated questions (i.e., difficult to easy). A study guide based on Bloom’s Taxonomy and the Sprout video is supplied for offline study between students and parents. Also recommended is Classdojo.com for communication, learning, and collaboration of students, parents, and teachers.
Interactive Media Elements
The interactive media element is the Kahoot! formative quiz. The synchronous components are writing/sharing questions/answers in Google Docs through Zoom breakout rooms with previously teacher-assigned diverse learning small groups who collaborate, communicate, and learn/practice content materials with teacher present. Small groups together formulate five study questions about the order/definitions of LOTS and HOTS. After student groups formulated the questions/answers, they shared the questions/answers with other student groups. The asynchronous element is the transcript of the Sprouts video about Bloom’s Taxonomy which students received in the lesson, also shared on Classdojo.com to be studied at home with parents before taking the quiz. Cady (2020) recommends establishing communication and maintaining avenues of positive feedback to and from teachers, students, and parents, creating safe and secure learning environments with peer-to-peer support, and integrating tasks with students that move beyond mere rote learning toward HOTS rather than LOTS as best practices.
Assessment
The formative assessment following the study of Bloom’s Taxonomy is a Kahoot! quiz of the six levels for remembering and understanding (LOTS) after introductory study of all six levels of Bloom’s Taxonomy. Kahoot! is widely used and easily accessible as one of the first student response systems (SRSs) designed to offer a game experience utilizing principles of game design featuring intrinsic motivation theory (i.e., learning for the inherent/innate satisfaction derived from the activity) and game flow (Wang & Tahir, 2020). With Kahoot!, teachers can pretend to be game show hosts and students can pretend to be contestants (Wang & Tahir, 2020). Teachers pose questions in person or online as icebreaker introductions to units or after studying a topic/unit using formative quizzes before summative tests are administered (i.e., using QR Codes, etc.) Wang and Tahir (2020) state, “The goal of Kahoot! is to increase engagement, motivation, enjoyment, and concentration to improve learning performance and classroom dynamics” (p. 2). This Kahoot! shows students the correct answer if they answer incorrectly, providing immediate feedback to students that teachers can access later to determine if re-teaching content areas is necessary.
Classroom Management and Implementation
Students can perceive online learning as boring which may result in problem behaviors and inferior learning, so Kahoot! can lessen students’ boredom and misbehavior (Wang & Tahir, 2020). Kahoot! is useful as a learning platform that is game based as teachers can utilize Kahoot! to assist students in reviewing their knowledge/learning formatively or to break away from traditional activities in the classroom (Wang & Tahir, 2020). Wang and Tahir (2020) found that Kahoot! can result in positive effects on students’ learning compared to the traditional learning environment and a variety of other learning approaches and tools. Teachers should also keep in mind that Kahoot’s timed testing feature may relate to increased levels of anxiety in students (versus untimed testing) (Wang & Tahir, 2020). Wang and Tahir’s (2020) main conclusion regarding perceptions of students is that Kahoot! is positively perceived and has a positive effect on engagement, motivation, concentration, attention, enjoyment, perceived learning, and confidence. Doing small group work with Kahoot! allows academically strong students to help less academically strong students in meeting specific learning objectives. In this way,
Maximizing Technology
Maximizing technology requires modeling effective classroom management and collaborative learning strategies to maximize teacher/student use of digital tools and resources using technology-rich learning environments. In another assignment, I completed an Infographic regarding online engagement and strategies and tools that delves into effective tools/strategies that, according to researchers, recommend synchronous, asynchronous, and blended learning to accommodate the needs of all students. The pros and cons of blended learning and distance learning, with maximizing technology being hindered by loss of technology access and limitations on screen time. This lesson is interactive, offers media, supports small group learning and collaboration in Google Docs and Zoom breakout rooms, and places students together to formulate possible quiz questions/answers followed by a Kahoot! formative quiz to assess learning and discover areas where content needs to be retaught. Classdojo.com provides a venue for teachers, students, and parents to ask questions in any of these venues of technology use, and they have a way to ask content area questions as well. The link to the Infographic:
Support and Extended Learning and Opportunities
The lesson/module uses online and blended learning, digital content, and collaborative learning to support and extend student learning and professional development opportunities. As noted above, the lesson features blended learning (synchronous small group work and asynchronous study guide offline), digital content (Sprouts video and Kahoot! quiz), and collaborative learning through small groups who collaborate to formulate questions and answers before the quiz) and so on. Student learning is extended as teachers use the assessments to determine whether students have met the learning objectives or reteaching is required.
Selection of teaching/learning venue, to include distance learning or traditional classroom, is dependent on the student’s learning environment needs, educational goals, and scheduling preferences (Fairweather, 2024). There are at least two ways lesson planning differs in a distance learning classroom versus a traditional classroom. First, lesson planning in distance learning is more student-centered (i.e., requires self-discipline), less interactional, and more adaptable, compliant, and adjustable to students’ specific learning needs (i.e., learning styles and educational delivery preferences) (Fairweather, 2024). Second, lesson planning in distance learning settings requires that teachers provide flexible assignment deadlines and schedules so that students can access materials as needed/when needed and work according to their essential learning needs/goals and individualized learning pace (Fairweather, 2024). On the other hand, lesson planning in traditional classrooms is more teacher-centered in that teachers provide detailed curriculum specifications and fixed classroom schedules (Fairweather, 2024). In traditional classrooms, teachers offer environments for direct teaching/learning interactions and instantaneous feedback for the purpose of learning and building relationships within a community undergirded by growing social skills (Fairweather, 2024).
Here are three strategies for supporting teachers in collaborative lesson planning in the distance learning classroom. Collaborative lesson planning helps teachers work together to provide learners with enhanced learning experiences by sharing resources, ideas, and responsibilities to formulate lesson plans that are comprehensive while encouraging professional development learning and job satisfaction (Sorial & Connolly, 2025). Collaborative lesson planning must include learning objectives/aligned curriculum standards, resources, assessment, feedback, and reflection (Sorial & Connolly, 2025). The first strategy to support teachers in collaborative lesson planning in distance learning is incorporating educational technical tools such as interactive whiteboards, Google docs, and Padlet that allow teachers to display dynamic/lively content synchronously/asynchronously, and students can engage/learn through using these types of digital manipulatives (i.e., with lessons presented based on learning objectives aligned with curriculum standards) (Sorial & Connolly, 2025). The second strategy is fostering/nurturing collaboration through professional development training online/offline that focuses on sharing pedagogy, knowledge, and ideas that enhance job satisfaction and decrease teacher burnout (Sorial & Connolly, 2024). Also, teachers engaging in professional learning communities (PLCs) can meet online/offline on a regular basis to collaboratively scrutinize each other’s instructional strategies toward efficacious strategies/student learning (Sorial & Connolly, 2024). Third, lesson planning that is collaborative can help take the pressure off teachers who are stressed/burned out since experienced teachers can share their knowledge about how they overcame similar challenges (Sorial & Connolly, 2024).
Local and Global Communication
BigBlueButton is a resource teachers can utilize toward digital communication and collaboration tools to communicate with education stakeholders locally and globally to maximize the potential of technology (BigBlueButton | Open Source Virtual Classroom Software). Kahoot! offers venues such as teacher talks, sharing of lesson plans, tips for technology use, and more toward collaborative ventures in content areas (Tools for Teachers & Educators | Kahoot!).
Collaboration with peers is important when planning online instruction. Even though the logistics of teachers meeting together to enable same grade level and content area curriculum planning may be difficult/complicated, this is a worthwhile activity. Through scheduled online meetings, teachers can share what they have learned from their positive/negative experiences, as well as what students have taught them about technology and distance learning (Grimoldi, 2023). Even though teachers are teaching online, they still need to engage in professional learning communities toward continual development of teaching knowledge, skills, and current best practices (Grimoldi, 2023).
Teaching remotely is a constant challenge because teachers may not have technology mentors/master teachers to whom they can go to get answers to their questions. In fact, they may be mentors/master teachers with limited online teaching skills/experience. Grimoldi (2023) states, “Collaboration is key to remote learning challenges” (para. 1). Teachers often find a positive aspect of learning/teaching virtually can be increased levels of collaboration that unfold across content areas and grade levels (Grimoldi, 2023). Through online venues (i.e., Zoom), facilitators can enable breakout rooms for teachers to collaborate, study peer-reviewed research findings, and seek answers to burning questions of the day (Grimoldi, 2023).
Teachers who utilize Zoom breakout rooms for small group discussions pertaining to online teaching/learning often result in teachers sharing what they have learned with each other and/or what students have taught teachers about how to maximize their time/use of technology to solve problems/issues, and to teach more effectively (Grimoldi, 2023). For example, Mrs. Walker shared her animated Google slides (Bitmoji) for specific holidays for students to view while away from the classroom, and Mr. Lopez-Lowe shared several other resources on Google Drive and helped Ms. Grimoldi to save time by organizing her slides/making them more interactive (i.e., the teacher’s Bitmoji is either sitting or standing and pointing at the board) (Grimoldi, 2023). In her physical education class, Ms. Grimoldi features workout equipment and a poster that links to gonoodle.com, a site that provides fun videos about exercising (Grimoldi, 2023). This type of collaboration allows teachers to exchange ideas/various digital resources and encourages teachers to take the time to help their colleagues who may become discouraged or feel isolated (Grimoldi, 2023).
Conclusion
This benchmark exemplar distance learning lesson just scratches the surface of the educational technology world. This lesson utilizes Bloom’s six level taxonomy that focuses on education objectives and planning (i.e., listed above), interactive media elements (i.e., Kahoot! formative quiz), an offline element (i.e., study guide), blended learning, classroom management implementation (i.e., Kahoot! and Classdojo.com), maximization of technology, support/extended learning opportunities, and local and global communication. The world of technology is constantly changing and evolving and hopefully assisting educational outcomes.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy of learning, teaching, and assessing. Abridged Editions. Boston, MA; Allyn & Bacon.
BigBlueButton. (n.d.). A pedagogic-centric virtual classroom. BigBlueButton | Open Source Virtual Classroom Software
Cady, S. H. (2020). Distance learning: The top 10 practices. AACSB Career Connection. Aacsb.edu. Distance Learning: The Top 10 Practices | AACSB
ClassDoJo Help Desk. (2025). Best practices for using ClassDojo. Help.classdojo.com. Best Practices for Using ClassDojo – ClassDojo Help Center
Douglas, M. & Bailey, D. (2025). Synchronous or asynchronous activities? Choosing a modality that works. Online Teaching. Synchronous or Asynchronous Activities? Choosing a Modality that Works | Online Teaching
Edwards, L. (2025). What is ClassDojo? Teaching tips and what’s new. www.techlearning.com. What is ClassDojo? Teaching Tips and What's New | Tech & Learning
Fairweather, E. (2024). The ultimate comparison: Distance learning vs. traditional classroom education. Blossom Learning. The Ultimate Comparison: Distance Learning vs. Traditional Classroom Education
Grimoldi, B. (2023. Teacher voices: Collaboration is key to remote learning challenges. Knowles Teacher Initiative. Teacher Voices: Collaboration is Key to Remote Learning Challenges - Knowles Teacher Initiative
Sorial, M., & Connolly, M. (2025). Collaborative lesson planning: 10 Strategies for effective teamwork in education. Learningmole.com.Collaborative Lesson Planning: 10 Strategies for Effective Teamwork in Education - LearningMole
TeachThought Staff (2017). Bloom's Digital Taxonomy verbs for 21st Century students. https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 1-22.
Weiss, C. (2025). 4 ways to manage your virtual classroom like a pro. FortheLoveofTeachers.com 4 Ways To Manage Your Virtual Classroom Like a Pro - For The Love of Teachers
CASE STUDY -- UNIVERSAL DESIGN FOR LEARNING & ASSISTIVE & ADAPTIVE TECHNOLOGIES
Adaptive and assistive technologies help ensure/safeguard educational accountability and equitable access for all students (Bonner & Chen, 2019). These types of technologies allow teachers to meet students’ individual needs through differentiating more effectively. Technology coaches are available to support/assist classroom teachers as they function/work to offer students equitable learning experiences. In Part One, this paper utilizes the TEC-536 Topic 1 Assignment focused on an 8th grade science lesson (grade level, content area, standards, and objectives being assessed), states the needs of students, and assistive technology with three accompanying tools/links for implementation by teachers, describes types of accommodations for students that the assistive technology tools provide and for which exceptionalities/learning disabilities each assistive technology tool applies, and provides a rationale for why each tool was selected to address needs of various learners.
Part One
Grade Level, Content Area, Standards, and Objectives
The following is related to the Grade 8 Science Lesson Plan submitted in the TEC-536 Topic 1 assignment.
- Grade Level 8 Science
- Content area is Science reading/vocabulary
- Standards from the GCU lesson plan are SA: 8.P.2-2.2
- Student objectives are to work in groups, read Chapter 7 “What the Earth is Telling Us” and then then take notes (definitions of vocabulary words: climate action, climate change, renewable energy, and non-renewable energy), and choose one person from the group to present definitions of vocabulary words
- Objectives from TEC-536 Topic 1 for teachers/coaches: Analyze student achievement data. [ISTE-C 6a; InTASC 6(l)] and determine modifications and next steps in instruction based on student achievement data. [ISTE-C 6b; InTASC 6(g), 6(l), 6(u), 7(d), 7(l), 9(c), 9(h)
Assistive Technology Selections
While reading a portion of Chapter 7, “What the Earth is Telling Us,” teacher will purposefully divide students into small groups, students will take notes on the assigned vocabulary words, and the teacher-assigned small group leader will present the vocabulary words/definitions to the class. For all students to participate equally, assistive technologies are utilized to assist students with various exceptionalities/learning disabilities, IEPs, 504 Plans and English Language Learners.
Based on the Class Profile Sheet there are several students with special education needs including 504 Plans for students with physical/mental impairments that present limitations requiring accommodations.
- Section 504 Plans:
- Alyssa (i.e., diagnosed with anxiety, difficulty with changing routines, testing, and peer relationships—moves a lot from school to school)
- Kaleb (i.e., diagnosed with depression, difficulty with peer relationships and low self-esteem—moves a lot, misses assignments, and loves to read)
- Individualized Education Plans (IEPs):
- Caleb (i.e., diagnosed with visual motor and difficulties processing visually—struggles with copying notes from the board)
- Isaiah (i.e., diagnosed with Dyscalculia, difficulty with understanding number values and multi-step problems—failed course due to attendance/grades RTI Tier 2 Math)
- Jonah (i.e., diagnosed with hearing impairment, difficulty with hearing in noisy situations/wears a cochlear device/very involved in school clubs)
- Quintin (i.e., diagnosed with other health impairment (OHI), ADHD, difficulty with focus/task completion—concerns with attendance)
- Raven (i.e., diagnosed with Auditory Processing Disorder, difficulty recognizing sounds)
- Trey (i.e., Dyslexia, difficulty with reading fluency/comprehension/inverts letters and words—RTI Tier 1 reading).
- English Language Learners:
- Brady (level 4—intermediate w/home language Spanish)
- Ethan (level 4—intermediate w/home language Russian)
- Isaiah (level 5—proficient w/home language Spanish)
- Jacob (level 5—proficient w/home language Spanish)
- Marisa (level 3—basic w/home language Italian)
- Michael (level 1—pre-emergent w/home language Spanish)
- Raven (level 3—basic w/home language Spanish)
- Internet Availability at Home
- Adriana—no
- Daniela—no
- Trey—no
Upon reviewing the Class Profile, several needs for students emerge/exist. Teachers can assign students utilizing small heterogeneous groups with various learning levels, led by students who are outgoing/highly motivated/completing AP classes (i.e., Andrew), love to help others (i.e., Adriana), love to lead/student body vice president (i.e., Ethan), are involved in school clubs (i.e., Jonah), and love to read/transgender (i.e., Kai).
- Andrew’s (highly motivated/several AP courses) group—Alyssa (anxiety/difficulty changing routines, testing, and peer relationships), Bailey, Brady (ELL intermediate), Trey (Dyslexia, difficulty w/reading fluency/comprehension, inverts letters/words)
- Adriana’s (hard working/loves to help others) group—Caleb (visual motor, difficulty processing visually/struggles with copying board notes), Daniela (below proficiency in math/reading and lacks motivation [RTI Tier 3]), Grace (below proficiency in reading [Tier 1])
- Ethan’s (ELL Intermediate, motivated, student body president) group—Gracie (perfectionism often slows down work progress, but work is accurate/high quality), Michael (ELL pre-emergent, below reading proficiency, intense ELL services twice weekly [RTI Tier 2 for reading], Raven (ELL Basic, auditory processing/difficulty recognizing sounds, approaches/reading proficiency level)
- Jonah’s (hearing impairment, difficulty with hearing in noisy group, wears cochlear device/involved in school clubs) group, Isaiah (ELL proficient, below in math proficiency level [RTI Tier 2 math], Itzel (exceeds in reading proficiency, meets in math proficiency), Jacob (ELL proficient, meets reading and math proficiency, involved in three sports which hinders attendance/assignments [RTI Tier 1 reading])
- Kai’s (exceeds in reading and meets in math proficiency and loves to read) group—Kaleb (504 depression, difficulty with peer relationships/low self-esteem/late assignments/loves to read), Macy (meets in reading proficiency/approaches in math proficiency/late to class), Marisa (ELL basic, approaches proficiency in reading and math, parents speak limited English), Quintin (Other Health Impairment, ADHD, difficulty with maintaining focus/completing tasks)
Teachers can design heterogeneous small groups that intentionally match students with different social strengths and academic levels to facilitate both social and academic growth (Davila, 2024; Mohammed, 2025). Grouping peers with less or more advanced academic skills helps students to initiate, develop, and continue growth mindsets toward learning and higher self-efficacy (Mohammed, 2025). While same-ability homogeneous groups are easier to implement, they do not benefit lower-achieving students as much as higher-achieving students. Heterogeneous groups can be data-driven utilizing differentiated instruction strategies (Mohammed, 2025). Teachers can also change the makeup of small groups on a regular basis dependent upon shifting of mastery levels and students’ learning needs and personalities (Davila, 2024; Mohammed, 2025). Teachers need to continually consider Response to Intervention RTI) placement so that students’ needs are met whether they are at Tier 1 (schoolwide), Tier 2 (targeted), or Tier 3 (individual) levels of support (Park, Chow, & Gracely, 2024).
The following tools/links are taken from a group assignment completed in TEC-536 by Belinda Evans, Camryn Beck, and Heather Ritter accompanied by an infographic (Assistive Technology Infographic). The Personal FM/DM system is an assistive listening device in which the teacher wears a microphone and the students wear a receiver connected wirelessly (e.g., hearing aids, cochlear implants). The system sends the teacher’s voice directly to the student. Personal FM/DM System - Assistive Technologies Wiki - SlimWiki
Read & Write is a literacy support tool and Chrome extension that provides text-to-speech, screen masking, word prediction, picture dictionaries, and highlighting tools. It supports reading comprehension, writing, and accessibility for a wide range of learners. Read & Write - Assistive Technologies Wiki - SlimWiki
Cocoon is a Chrome extension designed to support student focus and productivity by reducing distractions, building time awareness, and helping students work in structured intervals. This tool is especially helpful for students who receive extended-time accommodations or who benefit from pacing and visual time supports. Cocoon - Assistive Technologies Wiki - SlimWiki
Accommodations
The importance of assisting students with exceptionalities/learning disabilities using assistive technology tools toward accommodations should not be under -estimated. The types of accommodations offered by Personal FM/DM systems assistive technologies, Read & Write assistive technologies, and Cocoon Assistive technologies with uses for exceptionalities/learning disabilities for students follows (The Accommodations section of the paper is based on group work completed with other students of TEC-536 as evidenced by the links to the three technologies in the Assistive Technology Selections listed above.)
The Personal FM/DM systems assistive technologies relates to exceptionalities and
learning disabilities for students diagnosed with hearing loss (Jonah), auditory processing disorder (APD) (Raven), Attention Deficit Hyperactivity Disorder (ADHD)/Attention Disorders (Quintin), speech/language disorders (Trey), and English Language Learners (ELL) (Brady, Ethan, Michael, and Raven). The accommodations include accessing the teacher’s voice/instructions, reducing background noise interference, supporting attention/listening stamina, and enhancing speech/language development.
The Read & Write literacy tool provides accommodations through text-to-speech for students with reading disabilities, word prediction/speech-to text for written expressions accommodations, screen masking/text zoom for visual impairments, audio playback of written responses, and multilingual supports for ELL learners. Exceptionalities/learning disabilities this tool addresses are dyslexia/reading disabilities (Caleb, Raven, and Trey), dysgraphia/writing disabilities (Caleb, Trey), ADHD/focusing (Quintin), visual impairments (Caleb), ELLs (Brady, Ethan, Michael, and Raven), and students requiring alternatives to written responses (Caleb).
The Cocoon literacy tool provides accommodations such as supports to help students needing extra time (Caleb, Gracie), limiting distractions during assessments/independent work Quintin), offers visual reminder to stay on task (Gracie), assists students build self-regulation/task initiation skills (Caleb, Gracie), and reduces overload cognitively by simplifying digital workspace (Alyssa, Caleb). Exceptionalities/learning disabilities this tool is applicable for is ADHD (Quintin), Executive functioning challenges/time management (Quintin, Gracie), processing speed delays (Caleb), anxiety as students benefit from predictable setting/structure (Alyssa, Kaleb), and extended time/reduced-distraction testing environments (Gracie).
Rationale
The technology tools selected are deemed to be helpful in providing solutions to meet/address a variety of students’ needs within the classroom. The Universal Design for Learning (UDL) is an approach to learning/teaching that provides students equal opportunities to thrive, prosper, and succeed (Morin, 2024). Morin (2024) states, “The goal of UDL is to use a variety of teaching methods to remove any barriers to learning. It’s about building in flexibility that can be adjusted for every person’s strengths and needs” (para. 3).
UDL targets people who may think/learn differently, especially kids who have not been diagnosed formally with learning disabilities/exceptionalities, as well as English Language Learners (Morin, 2024). UDL allows diverse groups of students to access information/content and to demonstrate what they know (Morin, 2024). The three principles of UDL are engagement (i.e., teachers give real-life scenario learning assignments/choices and make a game out of skill-building, allowing students to walk around), representation as teachers offer more than one learning format (i.e., provide worksheets, audio clues [saying written directions aloud], videos, and hands-on learning), and action and expression (teachers give learners ways to show what they have learned [pencil and paper assessment, oral reports, videos/comic strips, and doing group work]) (Morin, 2024). UDL creates an environment for all students to learn, gives information that adapts to students, helps students to interact with material by using strengths/working on weaknesses, and reduces stigma by offering various options so that those receiving disability accommodations are not singled out (Morin, 2024). Some options follow.
For the Class Profile of students, the writer offers the Personal FM/DM system tool, the Read & Write literacy support tool, and the Cocoon technology tool. First, the Personal FM/DM systems assistive technologies provide multiple means of representation by improving how the students receive information by making the verbal instructions clearer and easier to process and helping students who struggle with background noise, language comprehension, or auditory memory. The multiple means of action and expression assist students in hearing the instructions the first time so they can respond more confidently and become progressively more independent in not relying on repeated explanations. The multiple means of engagement include students being able to gain clear access to the teacher’s voice which helps them feel more included and less frustrated along with helping them to sustain their attention because listening should take less effort. Personal FM/DM System - Assistive Technologies Wiki - SlimWiki
Second, the Read & Write literacy support tool offers multiple means of representation such as reading text aloud, highlighting and simplifying visual information, and providing vocabulary and picture support. The multiple means of action and expression include allowing students to write via speech-to-text or word prediction, as well as annotating and highlighting digitally. The multiple means of engagement provide reduction of frustration for struggling writers and readers and builds independence through personalized learning support. Read & Write - Assistive Technologies Wiki - SlimWiki
Third, the Cocoon technology tool offers multiple means of representation to include visual timers to support students who struggle with processing the abstract concept of time and clean digital space that increases clarity for learners who may become overwhelmed visually. The multiple means of actions and expression embrace students to manage assignments and assessments using personalized pacing and assists in building independence in sequencing an planning tasks. The multiple means of engagement minimizes distractions and increases persistence while predictable timing structures reduce stress and provides support for emotional regulation.
Alternative Technology-Based Assessment
Based on the Class Profile information provided, various students can benefit from the three chosen technology tools. As noted, students can be assigned to heterogenous groups based on leaders who may display strong leadership skills. Doing group work is listed under UDL’s action and expression as teachers give students ways to show what they have learned by doing group work (e.g. the group work presentation of the lesson vocabulary words that groups work on and present). The following is a copy of the group leaders/members from pages 5-6 and accompanying assistive technologies that teachers can provide while also explaining utilization to members.
- Andrew’s (highly motivated/several AP courses—possible GT) group—Alyssa (anxiety/difficulty changing routines, testing, and peer relationships—Cocoon), Bailey, Brady (ELL intermediate—Personal FM/DM/Read & Write), Trey (Dyslexia, difficulty w/reading fluency/comprehension, inverts letters/words—Personal FM/DM/Read & Write)
- Adriana’s (hard working/loves to help others—group members will need assistance) group—Caleb (visual motor, difficulty processing visually/struggles with copying board notes—Read & Write/Cocoon), Daniela (below proficiency in math/reading and lacks motivation [RTI Tier 3]—Read & Write/Cocoon), Grace (below proficiency in reading [Tier 1]—Read & Write)
- Ethan’s (ELL Intermediate, motivated, student body president—Personal FM/DM/Read & Write) group—Gracie (perfectionism often slows down work progress, but work is accurate/high quality—Cocoon to stay on task), Michael (ELL pre-emergent, below reading proficiency, intense ELL services twice weekly [RTI Tier 2 for reading]—Personal FM/DM/Read & Write), Raven (ELL Basic, auditory processing/difficulty recognizing sounds, approaches/reading proficiency level—Personal FM/DM/Read & Write)
- Jonah’s (hearing impairment, difficulty with hearing in noisy group, wears cochlear device/involved in school clubs—Personal FM/DM/Read & Write) group, Isaiah (ELL proficient, below in math proficiency level [RTI Tier 2 math]—Read & Write), Itzel (exceeds in reading proficiency, meets in math proficiency—can help other group members), Jacob (ELL proficient, meets reading and math proficiency, involved in three sports which hinders attendance/assignments [RTI Tier 1 reading]—Read & Write)
- Kai’s (exceeds in reading and meets in math proficiency and loves to read) group—Kaleb (504 depression, difficulty with peer relationships/low self-esteem/late assignments/loves to read—Cocoon), Macy (meets in reading proficiency/approaches in math proficiency/late to class—Cocoon), Marisa (ELL basic, approaches proficiency in reading and math, parents speak limited English—Personal FM/DM if needed/Read & Write/Cocoon), Quintin (Other Health Impairment, ADHD, difficulty with maintaining focus/completing tasks—Personal FM/DM if hearing impaired/Read & Write/Cocoon).
The justification for the use of the selected technology-based alternative assessments of Personal FM/DM, Read & Write, and Cocoon is shown above by the meshing of the three principles of UDL in alignment with students’ need through diverse small groups. The principle of engagement requires teachers to give real-life scenario learning assignments to students which is reflected in assigning different types of learners (i.e., learning levels, disabilities, and exceptionalities) within groups. In real-life situations, students will need to know how to lead, how to follow leaders, and how to communicate and collaborate with others toward learning goals regardless of learning level, disability, and/or exceptionality. The principle of representation also occurs in real-life situations so teachers must be prepared to offer a variety of learning formats to students such as worksheets, audio clues, videos, and hands-on experiential learning. The principle of action and expression pertains to learner-centered classrooms in which students show their learning knowledge through oral reports, pencil/paper assessments, videos, comic strips, and communicating, collaborating, accomplishing learning goals, and completing group work as assessments. There are many more assistive technologies that teachers could utilize to evaluate students’ learning. However, the Personal FM/DM System Tool, the Read & Write literacy support tool, and the Cocoon technology tool meet the learning needs of the students listed in the Class Profile, with the goal of completing the assignment of defining and explaining the Science vocabulary words. The following link is the assessment tool for small group leaders/members to complete after the small group leader shares the vocabulary definitions with the class:
Part Two
The alternative assessment can be used to meet a variety of students’ needs and support students’ learning, including several disabilities/exceptionalities. Explained/described above, small groups of students are diverse in every way with students receiving accommodations via the Personal FM/DM system assistive technology, the Read & Write literacy tool, and Cocoon. The teacher chose/assigned the small group leader to focus the other group members on the task of reading the chapter and writing down the definitions of climate control, climate change, renewable and non-renewable. The teacher provides the technology tools to individual students based on specific needs of each student. The groups are heterogeneous, so small group members are at different levels of learning, understanding, and comprehension. Through small groups working together, small group members can learn from each other, assist each other, calm each other, and communicate/collaborate with each other.
The Personal FM/DM system is ideal for students diagnosed with hearing loss, auditory processing disorder, ADHD, speech/language disorders, and ELL students with accommodations to include students accessing the teacher’s voice, reduction of background noise, support in stamina related to attention/listening, and enhancing speech/language development. The Read & Write literacy tool is effective in providing accommodations through text-to-speech for students diagnosed with reading disabilities, speech-to-text for written expressions, screen masking/text zoom for visually impaired, multilingual supports, and audio playback. The Cocoon technology tool is valuable in providing accommodations related to supporting students needing extra time to complete assignments, limiting distractions, developing independent work ethics, executive function challenges, anxiety, and extended time for testing measures. The alternative assessment is where students read the chapter, discuss the four topic vocabulary words, record a definition for each, and then ask the small group leader to read the definitions to the class to see if they are correct. Students can correct the definitions and take them home to use for studying purposes. All students can participate using the tools, platforms, and programs they have on their devices. Teachers will be busy making sure all students participate and get help in utilizing the devices as necessary.
References
Bonner, S., & Chen, P. (2019). Systematic classroom assessment: An approach for learning and self-regulation. Routledge.
Davila, B. (2024). Today’s one thing for teachers: Differentiating instruction in a virtual setting. The Learning Accelerator. Today’s One Thing for Teachers: Differentiating Instruction in a Virtual Setting | Blended & Personalized Learning Practices At Work
Mohammed, S. (2025). Mix it up! The benefits of mixed-ability groups: IgnitED research insight. Learningaccelerator.org. Mix It Up! The Benefits of Mixed-Ability Groups: IgnitED Research Insight | Blended & Personalized Learning Practices At Work
Morin, A. (2024). What is universal design for learning (UDL)? www.understood.org. What is Universal Design for Learning (UDL)?
Park, Y, Chow, K., & Gracely, S. (2024). Multi-tiered frameworks: Understanding RTI, PBIS, MTSS. Studenthbehaviorblog.org. Multi-tiered frameworks: Understanding RTI, PBIS, MTSS | Student Behavior Blog
Culture and Digital Literacies Resources
This is the Culture and Digital Literacies Resources
https://share.evernote.com/note/c1e97eee-decb-f3d3-c31e-9127727a0866
This is the Culture and Digital Literacies Resources Information:
U.S. Department of Education. (2025). Keeping Students Safe Online. www.ed.gov. Keeping Students Safe Online | U.S. Department of Education
This website offers links to resources to include Cyber Safety Quick Links for Protecting Youth: Empowering Students to Become Responsibly Digital Citizens and Engage Online Safety, Dear School Safety Partner: Cybersecurity and Cyber Safety, Keeping Your Child Safe Learning Online (Office of Educational Technology), and Keep Calm and Connect all Schools. Cyber Safety Considerations for K-12 School and School Districts, Webinar: Integrating Cybersecurity with Emergency Operations Plans for K-12 Schools, Addressing Adversarial-and Human-Caused Threats that May Impact Students, Staff, and Visitors, among several others.
Lesson Plan Ideas--Utilizing Cyber Safety Quick Links for Protecting Youth: Empowering Students to Become Responsibly Digital Citizens and Engage Online Safety which provides a link to the Readiness Emergency Management for Schools Technical Assistance Center, click on Be Internet Awesome to view the video "Empowering Kids to be Safe, Confident Explorers of the Online World" (Be Internet Awesome - A Program to Teach Kids Online Safety) Be Internet Awesome is a free resource with lesson planning information that teaches educators about keeping children safe and teaches children skills to keep them safe (i.e., not clicking on links, not succumbing to phishing, blocking people following them, and being respectful while reporting sites that make them feel uncomfortable). Lesson plan could include learning vocabulary, using vocabulary, and applying to situations they may encounter while online at school or on their phones toward keeping children safe.
https://beinternetawesome.withgoogle.com
According to Be Internet Awesome Workshop Planning Toolkit and the PTA (Be Internet Awesome - PTA Connected - Programs | National PTA), "If you’re interested in hosting a Be Internet Awesome Workshop at your school, PTA Connected provides the necessary tools– including flyers, volunteer forms, an event planning overview, email templates, sample agendas, evaluation forms and much more– to help you plan and execute an engaging event."
Boudreau, E. (2020). Nurturing a global mind: What educators can do to help students become global citizens. Harvard Graduate School of Education. Nurturing a Global Mind | Harvard Graduate School of Education
This website offers ways to teach students about becoming good global citizens through learning how to create and develop relationships with others with different cultures, backgrounds, and beliefs through studying how to empathize. Researchers, using qualitative and quantitative methods to analyze research findings, identified five learning activities that correlate with developing and enhancing global competencies to include adaptability, self-efficacy, attitudes toward/about immigrants, and diversity openness.
Lesson Plan Ideas--Utilizing the research findings, Hinton (as cited in Boudreau, 2020), sites five learning activities teachers can use to teach students about global competence to include (1) Volunteering services to assist people in wide community settings (i.e., openness to diversity, respectfulness, self-efficacy, adaptability, and global issues' awareness, (2) Participation in various events (i.e., holiday celebrations) that celebrate cultural diversity during the school year (i.e., engage with others on global matters, interest in other cultures, and self-efficacy), (3) Learning about how others from different cultures have different views (i.e., Empathy for others' perspectives), (4) Participation in classroom discussions regarding world activities and events, and (5) Learning to solve possible conflicts (i.e., conflict solutions). For each of the five areas, Implementation of specific activities which could be used for lesson plans are cited, and multimedia and technology creations by students could include stories about themselves and their families regarding whatever they would like to share to describe them.
Milo. (2024). Culturally responsive teaching: Principles and practices for inclusive classrooms. notionforteachers.com. Culturally Responsive Teaching: Principles and Practices for Inclusive Classrooms
This website/blog offers teachers a variety of resources for incorporating cultural responsiveness in lesson planning to include comprehending cultural responsiveness, benefits of lesson planning incorporating cultural responsiveness, examples/case studies, integration on inclusive teaching materials, and facilitating collaboration among cultures of students. Also included are methods for improving/evaluating teaching and cultural responsiveness (classroom observations, soliciting feedback from students, self-reflection, and curriculum evaluation along with web tools and resources.
Lesson Plan Ideas--Using multimedia and technology, teachers showcase a variety of cultural experiences in the community and world. Then students would be asked to share their voices and cultural representations. Student presentations in the form of videos could include assisting student to do online research on culturally significant subjects/topics, personal narratives that offer ways for student to share their personal/familial stories that highlight cultural practices and traditions, and collaborations/group projects in which students record each other's diverse perspectives. If students desire, they could ask relatives to come to class with them to make/share videos about their culture, traditions, etc.
Kook, J., & Sun, M. (2025). Using digital media to promote screen-free learning. edutopia.org. Digital Media and Screen-Free Activities | Edutopia
This website offers teachers ways/resources so that teachers can connect students' families to their students' classroom learning. Elementary and early childhood teachers may need assistance in getting family members involved in what their students are learning in the classroom toward reinforcing what is learned in the classroom. This site offers a list of research-based/free media resources to include, apps, videos, and podcasts that promote/provide playful learning, spark/create off-screen exploration, and foster/nurture family communication avenues.
Lesson Plan Ideas--Teachers can use these supportive learning experiences to reinforce and bolster what children are learning in school utilizing the kind of digital media that encourages a fun/playful learning experience. Digital media can hook students into learning that taps into their motivation to get screen time, provides children/parents with a shared/mutual focus through watching/listening together by supplying rich/deep learning materials to enable a back-and-forth communal conversation, offers springboards toward discussing complex topics/subjects like family separation or racism, and models strategies for learning at home to strengthen parents' confidence in supporting their students in learning difficult subjects like science and math. Lesson plans can be developed from these strategies. There are also links such as "Our 60-Second Strategies video collection" which teachers can use to formulate effective new classroom practices (60-Second Strategies for Educators | Edutopia), which could be used to create lesson plans such as the use of "Equity sticks" to make all students can share something they have created (60-Second Strategy: Equity Sticks), "Community Circles" for sharing personal experiences (60-Second Strategy: Community Circles), Traverse Talk as students line up across from each other with talking points to agree/disagree, Pom-Pom jars for social emotional learning, and Collaborative Learners for math partnering, and many more. In the videos, the teachers point out each step of the strategy so teachers could easily make a lesson plan for each.
Khan Academy. (2020). Civic engagement, citizenship, and high school civics. Khan Academy. Civic engagement | Citizenship | High school civics | Khan Academy - YouTube
This website offers information/definitions of civic engagement, citizenship, and high school civics giving examples of each. There are three videos to cover the topics with the first leading into the other two. In the first video, the definitions/topics include community (i.e., city, town, school, club, sport, social media, or identify group), those with common interests, those who work to improve lives, not just involving politics/government (i.e., making collective decisions for the group).
Lesson Plan Ideas--Teachers could teach vocabulary as students discuss whether the definitions given are accurate from their perspective by giving the students the terms to be used (i.e., types of civic engagement) before viewing the video and then asking students to write down definitions as they watch the video, so that they could compare definitions. There are many ideas and concepts to be used in developing lesson plans from any of the topics raised in the video. The video defines civic engagement as interacting, volunteering, serving to meet others' needs, and organizing/assisting toward political or other causes using personal knowledge, skills, and/or motivation. One could organize registration of voters or protest unjust perspectives or events or start new ventures/activities to alleviate unjust causes or find ways to initiate the creation of new laws by establishing blogs or websites. In small groups or pairs, students could brainstorm ideas about how they could fulfill a need in their communities. Suggestions in the video include looking around the community to observe needs that they can meet, such as building a ramp for a disabled person to enter their home safety, tutoring other students using their knowledge, skills, or needs, helping people clean/do repairs after natural disasters, helping an elderly person with home repairs, etc. In this way, students learn about civic engagement and are encouraged to move to higher order thinking skills (Bloom's Taxonomy from Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation) through gaining knowledge and moving toward the other realms of learning.)