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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?
- Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
7 thoughts on “Universal Design for Learning”
TANYA JOYNER
The why of learning – I may be able to use a video of myself on the various topics and talk about why this course is important for learning and implement videos that the students can look at on the hotel industry which would be a link i could give.
The what of learning – here i can give students the option of turning in a paper that pertains to what their interest is within the industry and have the students do their own topic while I offer the questions
Redesign an assignment-An assignment for front desk i could have the students call or email the front desk of a hotel of their choice and ask questions about the hotel in hopes of making a reservation. I can then ask how the experience was between calling versus emailing the front desk of the hotel.
In the video, they mention multiple ways to motivate students by providing options to do a deeper dive, giving extra resources and notes, commenting on their effort and process (rather than product), and encouraging students to create their own learning goals. I would like to give students more options for engagement. In terms of representation, I can vary materials–text, video, audio, hyper-links. I want to give students more options to show what they know. I make my thinking visible–I model think alouds, and I have a mix of auditory and visual information for assignments/instructions. I unpack vocabulary, provide context and clarification strategies–ways to work through confusion. I illustrate concepts with diagrams (but could use more graphics and concept maps), videos, readings, models, and sometimes storytelling. I think a lot about accessibility and welcome voice, chat, shared screens.
In terms of redesign: I would like to incorporate more visually interesting materials, and create opportunities for students to respond in multiple media (for example, they could respond to an assignment with a video). I’d like to give more choices.
I enjoyed the video and have attached some notes. Thanks
MasonUDLcomment
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
More visuals, use shared documents to collaboratively takes notes.
Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
Respond to discussion board with a meme, comic, or other visual and explain why.
1 -Multiple means of engagement: anticipate discussion w/ Discussion Board questions; anticipate writing with in class discussion; ask students to speak their minds and respond to one another before teacher responds; limit teacher responses at times to framing the students’ responses and statements in real time;
2 – Multiple means of Representation: Writing assignments, discussion boards; shorter and longer forms; conversations in class; attempt to create an arc out of the class material that proceeds from modes of thinking and information to modes of action and engagement in the real world. My courses all combine reading with video docuementary, interviews with the author, and/ or interviews with socially active public figures; they are also geared at times toward seeing connections between professions in different fields, (ie. psychologist and lawyer,) where collaboration between the two (or more) could improve the outcomes of the institutions in which each operate.
3 – Redesign assignments: when BMCC scheduling allows for sufficient class time, students are asked to review and answer questions in breakout groups prior to teacher response to questions; students can / could be asked to write a sequence of questions getting at themes in a reading; formalize the already attempted efforts we make at linking elements of one set of materials with another, such that they feed one another and become “tools” in considering possiblities inherent in the following work.
Different students enjoy learning in different ways. Adding additional sources (a deeper dive) inspires to students to think about content in a more multi-dimensional manner.
Students learn differently. Therefore, offering multiple options in a lesson gives them the opportunity to pick the medium that is best for them. This can include: videos, power points, animated strips, PDF’s and different interactions during class, including: lectures, discussions, role playing, constructing dialogues for characters we are studying.
As students move through the course, they develop their own sense of agency as they decide which medium works best for them
Finally, students can be asked to demonstrate what they have learned in multiple ways. They can create a traditional summarizing paragraph, with examples, they can create a more natural dialogue in which the concepts are discussed by characters we are studying, they can create wiki’s and find works of art to express their feelings.
They also may choose to work together instead of alone.
In total, by offering the most portals, students will have the best chance to learn and respond in format they feel comfortable in.
Response to Week 1 Jan 7 2022
I will make the class material available in Video, Power Points format, as well as PDF of the notes taken during the lectures. Additional resources will be given to students in form of links to YouTube videos. I will give students agency on the type of project they want to work on and they can engage using the discussion board on Blackboard, or via direct email to me to update on their individual projects.