This is reiterating how important timely and actionable feedback is.

This will help us design and redesign lesson plans to help our future students.

Will this be more than just a graph showing their final assessment grades? What does this show us?

Are we supposed to collect work samples throughout the 3-5 day lesson?

Are these supposed to be the "ideal" actions of the students throughout the lesson, or are we also planning for real-life students and their behaviors that might not be conducive to the lesson plan we've planned?

Identifying what levels of Bloom's Taxonomy the lesson is working to helps us keep the larger goal in mind while planning.

Outlining the language demands early in the lesson template highlights their importance and how dissecting them can help us plan an effective lesson.

This is important so you leave enough time to do the final task.

Does each lesson need a complete Lesson Plan Template filled out for it? Will some of it be the same from lesson to lesson since the learning outcome is the same/relatively the same?

This document will be very useful during this task and the more thorough it is, the better.

I find this to be a great way to assess students because everyone has their own way of showing what they've learned. I do wonder about whether this complicates how we as teachers grade their work though. Is it easy to be consistent and fair?

I'm seeing in my classroom how the curriculum can get in the way sometimes. We are using a new text book for our Spanish IB classes and my CT is pointing out to me all of the incongruent parts and then we have to work to modify the activities and lessons to better suit the learning goals. It is fascinating to watch her work through it, and help when and where I can.

This is a very important aspect of learning a new language. Feeling free to take chances and knowing that mistakes are going to be a part of the learning process helps to foster a creative and judgement-free environment.

I wonder about what this looks like in practice because it seems to me that it would be difficult to find a few options that could cover the interests of all the students in a larger class.

We talked a lot about feedback last semester and how important feedback is so the students can learn from their mistakes/misunderstandings prior to being tested on the material.

I think it is crucial to make sure the students understand what the "critical features" are when you provide them with material so they know where to focus when exploring the material.

Providing content in multiple medias is a great way to make the material accessible and interesting to students.

I'm just curious about this step because I thought the second step of UDL was to determine how you would test your students to show they attained the goals set in step one. Does this analysis fall more into step 3?

This seemed to be a part of the 5-15-45 planning template as well because planning for those "in the margins" can sometimes shed light on something for everyone else too. Presenting the same material in multiple contexts can only help.

Enthusiasm for learning might be the most important because it can aide in the success of the other two aspects, but can be one of the more difficult ones to enact.

We need to consider the whole student.

I'm curious about how the curriculum could be designed to fit the needs of a class before the class is decided. It must be up to the teacher to modify the curriculum once they have an understanding of who their students are and what their specific strengths and needs are.

I think this illustrates why it could be important to, as Nick says, separate our students into a few boxes because it makes it easier to think about, and then we can think of obstacles and solutions that may come up in each group while lesson planning.