| Considerations for Adult Learning | Components of UDT Module |
| Learning preferences, Learner-centered | Because the practice/assessment component is based on a lesson plan of the learner’s choosing, they are focusing on an academic area of their choice. They also have freedom to choose how to incorporate UDT components that fit with their classroom/school context. |
| Limitations | The module was developed to be divided into two parts that could each be kept short to minimize distractions. We used graphics whenever possible to keep it interesting as well as reflection breaks to guide their learning. |
| Active involvement | While the learning component of the module was not as active, there were reflective breaks and opportunities to apply what they learned at two different stages to enhance active involvement. |
| Facilitator vs. teacher preference; Support and scaffolding | The scaffolding occurred with the opportunity to revise the lesson plan at two different stages, with feedback that can be incorporated into the next revision. As stated earlier, special educators choose the academic content, grade level, and other class contexts, as opposed to the preference of instructors. |
| Previous Learning Background; Prior learning experience | This module does not focus on the specifics of teaching the academic content; it is presumed that this information was previously learned and incorporated into the initial lesson plan. |
| Deliberate practice; Immediacy of applications | Lesson plans are blue-prints for what happens in the classroom and helps ensure that components of good teaching and assessment are deliberately implemented. By focusing on the revision of a lesson plan with this module, there is a greater chance that the knowledge will be applied to the classroom instruction. |
| Safe learning environment | Receiving feedback about the lesson revisions from a neutral party (not your university instructor or a school-based supervisor), there is a great degree of safety in learning a new approach, and incorporating it into one’s practice. |
| Self-reflection | There are opportunities for self-reflection built into the modules themselves. Also, providing the feedback as suggestions/recommendations provides an additional opportunity for self-reflection. |
| Collaboration | There isn’t a great deal of opportunity for collaboration in the module as developed, however, it could easily be incorporated if this were used as part of a course (that is, having two or three pre-service teachers work together to revise a lesson plan), or as part of an in-service professional development experience. Lastly, there is some collaboration between the learner and the team providing feedback, where the suggestions could be integrated into the final lesson plan. |