The idea that disorganization by a teacher communicates disinterest is spot on. I remember a college professor who always seem to be flying by the seat of his pants- making stuff up as he went. It was very frustrating since the topic he taught was exactly why I was there and was related to my "major." I felt the college was almost using "bait and switch"- attracting students like me to this this specific program but putting their resources elsewhere.

Objectives are written to tell/guide students as to what they are supposed to learn by the end of a lesson.  

Lessons plans are the skeleton and basis of what teachers will create the positive and growing classroom. 

A good instructor makes sure that they create lessons that are directly connected to the skills and development that students need to be successful in their careers. 

Good start makes better response and retention.

This model made me reflect on the following questions: "Does the curriculum I work with allow for flexible ways in which information is presented?" and "How can I as an instructor link relevant, prior knowledge by bridging concepts with relevant analogies to promote enhanced learning? Do I highlight patterns, use examples, or highlight previously learned skilled?" 

 with lesson plans you always ready to deliver information needed to bring value to the class 

I am new to UDL and am currently just learning about the topic. What I have learned thus far is that UDL believes that information, demonstration of skills, and learner engagement should be flexible enough to invite learners from all backgrounds to participate and show understanding of the material. 

Performance-based assessments are highly effective in that they let the students demonstrate what they know about how to handle a specific problem or situation. This form of assessment allows students the opportunity to actually perform and demonstrate different skill sets in the classroom. Performance-based assessments may include written responses, case studies, demonstrations, projects, portfolios, and presentations.

Objectives need to be clear, concise, and easily understood by students. Writing instructional objectives is part of the process of dividing the course into logical units, organized from the more general goals to the more specific objectives.