Considering my role as a special educator, the curriculum I provide is heavily modified from the general education teacher. My general education counter parts are wonderful in ensuring that the language is simple, clear, and attainable for all students. With my role, I have the opportunity to, as needed, flex the goals for my students as it relates to their output- the means for which they “show what they know”, the amount of work to be completed, as well as the completion time. For example, the I Can statement for the general education student may read, “I can use illustration and text to tell about the setting of the story.” My students may have an I Can statement that reads “I can use illustration, text, or my words to tell about the setting of the story.” This change offers student choice, allowing for flexibility in response type while still meeting the expectation of being able to discuss the setting of the story.
Having clear, measurable goals allows educators to purposefully drive their instruction. “Specific goals can also serve as motivators for learners,” (Ralabate 2019). Considering my own educational experiences or professional development opportunities, I often ponder. “What’s the point?”, as my ADHD brain dances about, much like school aged students wonder during their lessons. By having clearly defined objectives, it becomes easier for me, and young learners alike, to take a deep breath and say “okay,” realizing that in a way, the end is near once I have accomplished the objective that was shared. Reluctant learners may thrive on having a clear, “I can” statement posted nearby that they can work towards achieving. Considering Allison Posey’s discussion on the subject, it really can come down to the brain’s “appraisal” of the demand, and how the context of the learning scenario is set up. As an educator, I know my students will be more successful if I offer up chunked out goals for a larger project, rather than just telling my students that they have a project due.
Resources:
Ralabate, P. K. (2016). UDL lesson planner, Ch. 1 and 2
Posey, A. (2019). Engage the brain: How to design for learning that taps into the power of emotions
O'Connell UDL Blog- SPED 6210 
I like how you state the benefits of I can statements and their ability to provide choice to students creating a more flexible response structure. This helps students express themselves and become more comfortable sharing and expressing their ideas.
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Liz — interesting connections given what your students are learning. Your reflection regarding your own brain and connection to the content sizes up what Allison was discussing; indeed our brains are very goal directed and will “flounder” without clear goals. I hope that you’ll take Assignment #3 as one for reshaping some of the goals in your own lessons and work. Keep those 3 UDL principles in mind as you do that and how the language and the options offer so much more flexibility.
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