Collaborative Notes for Chapter 6 - Goals

Madison, Stacy, Kaelii, Christina & Beth

What do educators need to know about designing goals relative to UDL?

● Goals should be the guiding force behind lesson
planning
● They are learning expectations
● They represent the knowledge and skills that learners
should master
● They are generally aligned to standards
● They must be clearly articulated to student to define
what and when
● They are the foundation of effective curriculums
● They acknowledge learner variability
● Goals are not the same as standards!
● Teachers need to consider what is the point of this
lesson when planning goals around standards
● Teachers need to think carefully about the intention of the
standard and design flexibility as possible

UDL Exchange Website

● Lesson building tool
● Provides support in designing and reflecting on goals
● Users can consult tips, guides, examples and a research
base
● Users can connect with other educators about implementing
UDL principles

Effective Goals:
● Separate the means from the ends
○ Express learning in flexible ways – Offer multiple
paths to students, communicate criteria and allow students to determine goals
○ Consider multiple means of expression
○ Allow multiple ways for students to achieve goals
● Consider all three learning networks
○ Which network is being targeted and how can you build flexibility?
○ The following are good questions to ask:
■ Is the goal for students to build enthusiasm or learn to form appropriate
goals (affective networks)?
■ Is the goal for students to understand specific content or to generalize
knowledge (recognition networks)?
 ■ Is the goal for students to​ ​master a skill or learn to create effective plans
and manage available resources (strategic networks)?
○ Create goals around general tasks, rather than specific assignments.
■ Student choice and flexibility
■ Individually appropriate levels
● Challenge all learners
○ Balance between demands and resources
○ Goals should challenge and support students appropriately
○ Avoid boredom and among some and anxiety among others
● Actively involve learners
○ Encourage learners to become self-directed and independent
○ Talk with students about learning goals and allow them to have input
○ Make students aware of the purposes of the activities
○ Have students create their own goals, and self-assess their progress along the
way
○ Have students become involved in discussing the connection between the goal
and the curriculum components (assessment, method, materials)
● Are attainable by all students
○ Restate the goals in terms students can understand, which will allow them to
achieve the goal

Why is it important to design this way?

● Teachers and students need to be able to understand the goals
○ Someone should be able to walk into your classroom and ask your students what
they are doing
○ Your students should be able to show or tell the individual what they are doing
and why they are doing it
● When teachers don’t understand the goal, they don’t understand the methods, materials
or assessments that will go with the lesson, the lesson will not be effective
● Affective goals need to be considered
○ Developing enthusiasm and self-regulation are just as important
○ Students need to understand the “why” of learning
○ Students will become expert learners
● Students can feel accomplished when they attain the goal
What connections can you make to any of the 14 LCPs or any of the 3 stages of the
Understanding by Design process?
● Nature of the learning process​ - Learning is about pursuing goals and is an active,
goal-oriented and self-regulating process for learners.
● Goals of the learning process​ - Learners create meaningful representations of
knowledge and over time reach their goals. Educators help learners reach these goals
by providing support in personal aspirations, interests and educational goals.
 ● Motivational and emotional influences on learning​ - By setting goals that allow for
multiple means of achievement, students are able to choose their path and are more
likely to be motivated to learn
● Action and expression: Guide appropriate goal-setting
● Affective Network:​ The teachers need to understand “The Why” in order to create
achievable and effective goals for students.

What are some UDL-friendly examples of goals across multiple grade levels and content
areas?
1st Grade

Math ● Students will use addition and subtraction strategies to solve word
problems within 20.

Reading ● Students will retell a story including the main story elements.

2nd Grade

Math ● Students will use addition and subtraction within 100 to solve one
and two-step word problems.

Reading ● Students will demonstrate understanding of the key details within a

text.

3rd Grade/4th Grade

Literature-3rd ● Students will compare and contrast the setting and themes of fairy
tales.

Literature-4th ● Students will be able to identify the point of view a story is written in.

Miscellaneous

Instrumental ● Students will demonstrate their understanding of the following time

Music signatures: 2/4, 3/4 and 4/4.
● Students will perform an original composition of 8 measures.
● Students will demonstrate rhythm patterns of whole, half, quarter
and eighth notes.

French ● Student will share their preferences.

● Students will inform a camp director, through email, letter or
voicemail, what they wish to eat while at camp.