Project Type
Slideshow
Graduation Year
2026
Degree Name
Master of Science in Eduation
Program Director
Katherine Lewis,PhD
Project Description
The purpose of this project is to design a non-digital Instructional Teacher’s Guide that supports equitable literacy outcomes for all secondary students. By synthesizing Universal Design for Learning (UDL) and Cognitive Load Theory (CLT), this digital-free model removes screen-based distractions to minimize unnecessary cognitive load, directly benefiting students with executive functioning deficits and language acquisition needs. Secondary content-area assignments will be redesigned to integrate The Write Routine, a frequent, mico-writing task using a 5 minute writing prompt, converting abstract composition into manageable, daily writing benchmarks that build working memory, organizational skills, and greater confidence in independent writing capabilities.
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Language and Literacy Education Commons, Secondary Education Commons, Special Education and Teaching Commons
Additional Information
The primary goal of this project is not to replace necessary digital tools in a secondary classroom. Rather, it is a redesign of secondary content-area assignments by integrating frequent, micro-writing routines through an accessible teacher’s instructional guide. This approach transforms abstract composition into manageable, daily writing benchmarks that build working memory, organizational skills, and greater confidence in independent writing skills for all students.By integrating UDL principles with CLT, the objective is to simplify instructional delivery for teachers, while making impactful, teachable writing moments more accessible and frequent within standard curriculum.