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Share your thoughts in the comments below in response to these spark prompts:
- How might you add multiple means of engagement (the why of learning) in your course?
- How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
- Redesign one of your assignments using multiple means of action and expression (the how of learning).
10 thoughts on “Universal Design for Learning”
How do you already apply multiple means of engagement (the how of learning) to materials or information you provide your students?
1. When teaching new concepts, I activate background knowledge, by giving examples from everyday life and reviewing and applying related concepts already covered.
2. I make sure to clearly define any class specific terminology immediately and often. I try and be very clear about the fact that we are using symbols and constantly review what the symbols mean, when necessary.
3. I highlight overarching concepts throughout the course. I will explain how they fit into the entire course (relating to outcomes and objectives) and why they are important to the class.
4. I am constantly striving to improve in terms of highlighting the right patterns, critical features, big ideas, and relationships. I try and communicate all of the relationships, but this can sometimes be cumbersome for students. I am working on establishing the important relationships between concepts, ideas, and units, in order for students to better understand the underlying structure of my course.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
1. In my classes, I use quite a lot of multiple media, especially short videos, in order to offer alternatives for visual and auditory information.
2. I could do more to offer alternatives for visual information, by using concept maps and other visual aids to explain concepts and give instructions for following procedures.
3. I will clarify vocabulary more often throughout the course and relate new concepts to students’ background knowledge. I could also encourage them to return to their notes and rely on them as a resource.
Redesign one of your assignments using multiple means of action and expression (the how of learning).
1. When having students learn about what an argument is, I can start by giving examples from everyday life that engage student interest. I can highlight how arguments contain a reason, that justifies the conclusion.
2. I can start with examples that seem common and everyday, such as an argument for why the weather will be rainy or sunny, or why a student will do well or poorly in critical thinking class. I will emphasize how the conclusion is justified because it is based on a reason or on evidence.
a. I will write down these arguments and read them slowly and deliberately. I can use color coding to distinguish the reason from the conclusion.
b. I will also put these arguments in standard argument form, so that students can see them in their most basic form.
3. I can move on to examples that interest students, involving topics such as current events (coronavirus news) and sports, in an attempt to show them that arguments are everywhere in the world.
a. I will write down these arguments and read them slowly and deliberately.
b. I will also put these arguments in standard argument form, so that students can see them in their most basic form.
4. Students, of course, will be asked to give their own arguments. We can share these arguments in class.
a.Students will give these arguments and say them slowly and deliberately.
b. Students can put these arguments in standard argument form, if they are ready to do so. They may also write these arguments in a sentence.
In teaching Theoretical Linguistics, some areas (e.g. phonetics and phonology) are very technical, and therefore, challenging. It is always a struggle for students to understand the utility of the International Phonetic Alphabet. I explain to them via transcribing their own names with the symbols to illustrate how useful it is to transcribe any language, not just foreign words. In practicing the symbols, I implement interactive websites (albeit British) to make the learning process more interesting and engaging.
Admittedly, it is not easy to redesign assignments to implement multiple means of expression. In one of my syntax assignments students are asked to disambiguate structurally ambiguous sentences. E.g. ” Flying planes can be dangerous”. Or ” He wants to marry a Norwegian woman.” Students have great difficulty rephrasing them to make it clear that they understood both meanings. Maybe if I allowed also to draw cartoons, it would be easier for them to clarify the two interpretations.
1. Inspired by the text on Open Pedagogy, I’m thinking about how to create more spaces for student agency, such as building assignments or course policies to invite more student engagement.
2. I regularly consider and update the texts and themes in my English Composition courses with (hopefully) engaging and relevant literature, mindful of the diverse backgrounds and experiences of my students. I will continue to do this, but also begin thinking, looking for, and incorporating literature in audio (like podcasts) and/or visual (films) expressions.
3. I will absolutely redesign my syllabus with the “why” of the course in mind. That is, I’d like to make the syllabus language more inviting and even more accessible and student-centered, and edit any policies/instructions that come across as “because I told you so”.
1. In my courses, I already work to provide feedback, especially on written assignments, that speaks to larger education and post-ed goals, i.e. how this research might be useful in activism. In the future, I hope to further make explicit for my students the objectives of the course often within lecture itself. Connecting material to current political events, social context, and the overall relevancy of material will allow students to engage more thoughtfully and have a larger purpose in mind.
2. I have found that incorporating short films, podcasts, and visual representation (political cartoons for my history courses) has improved engagement in the course. In the future, I would like to further diversify the representation of material by including more interactive assignments, possibly a video project.
3. One assignment I’d like to take a look at are my critical response papers, in which students analyze a text of their choice and relate it to their own experience or the world today. Students do appreciate having choice in the assignment itself, and I would like to continue this momentum by allowing for ample ways to submit this. Not exactly sure what that would look like yet, but I think it would be beneficial.
#1 What about your syllabus is learning-focused? What is one change you might make to be more learning focused? Find an example of a policy on your syllabus; insert the phrase “because I say so” at the end. How does this change the perspective?
The various goals that are identified under the student learning outcomes and how the student’s success will be measured. I would like this to be more in depth and have smaller explanation of how/why the skills are going to be helpful and necessary for the success not only in the class, but as they further their music studies. The student is expected to attend every class session, and to practice a total of at least two hours per week outside of class (preferably in smaller, daily sessions), because I say so. I can better represent and qualify why attending will be helpful. If the students have trouble attending, to be encouraged to review the recordings of classes.
#2 In what ways do you share power in your classes? Where are the places that you might make space for more student agency?
I typically ask an open-ended question to warm up and then ask a more theoretical question and have a student “teach me and their classmates.” We ALL benefit and learn from this! I think the use of group interaction will be helpful. I used to do this a little bit when we were in person, but have shied away since moving online. I do think this could be helpful and beneficial to not only their learning but the social and fun aspects of school!
#3
How might you add multiple means of engagement (the why of learning) in your course?
Goals:
Deeper dive with course material/extra resources
Mastery-oriented feedback – highlighting learning outcomes
Post-educational goals as important
By adding extra course materials, whether it be an optional live-streamed performance or further information on a certain artist, the students will become more engaged with the material. Perhaps creating an optional viewing and feedback assignment could not only be helpful in stoking curiosity but will provide me the opportunity to give critical and helpful feedback on the writing. I already have implemented a “submit as many revisions as you’d like” policy and students have really thrived on this, having commented at the end of the course that they were able to use the writing skills we highlighted and better understand and implement them. This of course helps in their post-educational goals as quality writing, musical knowledge and cultural awareness as taught through jazz history make for an even stronger colleague and/or employee.
How might you add multiple means of engagement (the why of learning) in your course?
In my courses, I try to connect current events with my lecture to engage my students. In the future, I plan I plan to add additional information about how the course ties into the student’s post educational goals.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
Short videos, group discussions, in addition to slide decks and lectures, are used to present my students with the information needed to meet the course’s learning objectives.
Redesign one of your assignments using multiple means of action and expression (the how of learning).
For the final assignment, I will have the students revise one of the previous project and rubric to assist future students.
After screening the above video it encourages me to continue what I have already incorporated in the syllabus as Learning Outcomes and utilize the various means of action the students are allowed to utilize to demonstrate that they have grasped the material. I will further expand on having students incorporate video and graphics in their oral presentations, and will give them an option to create a Blog early in the semester that will reflect the material covered in the course and have them relate it “specifically” to their major and future career.
In the course syllabus I will add links to reading assignments and video to make it easier to access and at the same time leave an area for comments and questions should they have. Students are required to write short essays and based on the above video “Action & Expression I will now give an option that they can deliver a visual presentation using music, video, and or graphics. Also I need to review the language that is used in the syllabus to make sure that it is clear and concise in order for students to understand the outcomes that are expected from them.
The ways in which I give students power in the course is at the start of the semester (first two weeks) and by mid-term I ask what are their expectations in the course and if they would visit one of the week’s assignments on the syllabus and write a paragraph and share with the class how it relates to their career goals and major. By mid-semester I have the students discuss what they have learned so far in the course and what they would like to cover the remaining of the course. Mid-way through the course their are usually adjustments made based on the feedback received from the students. This is my way of getting the students to be more engaged in the course and give them the sense that their voice really matters.
I like the idea of connecting the learning of material with a students perspective goal of career. It made me want to think of how to allow for my assignments and engagement in class can allow for students to find ways to connect the skills they learn and link them to how it will benefit them in their career.
I teach English Composition/Intro to Literature and, since last summer when I initially took this course, I have tried to engage my students on vocal (my voice — whether written, taped/live. or illustrated [Bitemoji]), visual (mostly YouTube videos) and written (culturally diverse reading assignments). While videos and illustrations have expanded my approach, seeking student engagement through a diversity of assignments that are both culturally inclusive and goal oriented is standard procedure. However, exposure to OER principles, especially making my syllabus more learner-centered, has persuaded me to give more explanation to students in terms of why we are doing what we are doing and what we hope to accomplish. In terms of multiple means of expression, I am considering letting the students illustrate some of their summaries and re-writing some of their grammar exercises.