Module 6 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide. The full resource is available as a downloadable Word document at the bottom of each item description.
Alignments
The following InTASC specific standards are covered in Module 6: 1h, 2g, 3i, 7q, 8l
Module 6 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M6: UDL Exploration Activity | 2g |
| Activity | M6: Motivate Your Students | 3i, 8l |
| Assessment | M6: Differentiating a Lesson | 1h, 7q, 8l |
| Assessment | M6: Plus-One Your Lesson Plan | 2g, 3i |
| Interactive | 6.1 Universal Design for Learning | 2g, 3i |
| Interactive | 6.1 Common Myths UDL | 7q |
| Interactive | 6.1 UDL Scenarios | 1h, 2g, 3i |
| Interactive | 6.2 Differentiation | 1h, 7q, 8l |
| Interactive | 6.2 Visual Explanation of Differentiation | 8l |
| Video | UDL at a Glance | 2g, 3i |
| Video | Seeing UDL in Action in the Classroom | 1h, 2g, 3i |
| Video | Differentiating Instruction: It’s Not as Hard as You Think | 2g, 7q, 8l |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
So that it is easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually, each module’s ancillaries are in their own module. We anticipate that instructors will pick and choose from this buffet of aligned resources rather than use them all. We also assume that instructors will import these materials into a variety of platforms (your institution’s LMS, at the end of your version of this Pressbook, etc.).
Guidance on how to import items into your own Pressbook are available in the Instructor Guide, along with examples of ways to use the materials in an LMS.
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Knowledge. The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
Knowledge. The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
Disposition. The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
Knowledge. The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
