Week 5

The Universal Design for Learning guidelines offers learners with multiple means of representation, given through various forms of engagement, and more opportunities for expression all for the purpose of meaningful learning. Moreover, “Universal Design for Learning: Guidelines for Accessible Online Instruction” provides some helpful insights pertaining to adult online education. One of the ways Rogers-Shaw et al. (2018) addresses useful, applied UDL in an online class is that learners from a variety of backgrounds can continue their education through a simple, equal platform without barriers such as distance interfering. When UDL is applied to online courses, students learn both formally and informally through the flexibility of communication technology provides, enhancing  social participation (Rogers-Shaw et al., 2018, p. 27). It stresses that special design under UDL principles should be considered when creating an online course. The article concludes with an example of rearranging a course aligning with UDL’s principles: simplifying the language (expectations) and increasing instructor presence with reminders of communicating satisfied the means for multiple forms of representation and giving students a choice to display what the knowledge increased motivation, which satisfied multiple means of engagement and expression.

Engagement strategies are always at the forefront of my mind when I construct lesson plans because I find it to be fun for both students and myself alike. While there are many interpretations of what engagement actually looks like in the classroom, I particularly like the way UDL describes it: engagement covers the importance “to develop learners’ intrinsic abilities to regulate their own emotions and motivations” (CAST, 2018). While teaching in a lower socioeconomic school, and just as the article mentioned above states, I needed to reframe the way knowledge is acquired in the learning environment (Rogers-Shaw et al., 2018, p. 22). UDL encourages content representation in a variety of forms so students can process learned information more effectively (p. 24). I needed to find what my students liked in order to teach a challenging, heavy language subject like social studies. Therefore, I chose to have students create their own comic strip because of their interest in graphic novels. The strongest correlation the article has with my lesson is in the build up prior to the activity planned. My information will be given through text (digital and non-digital), images, video, and physical manipulatives. We will discuss the Jamestown settlement history and synthesise through journaling. All of this combined will increase engagement and therefore increase what students produce as well. Another example of how my activity embodies the UDL principle of providing multiple means of representation is in the written explanations inserted alongside their creative comic strip profiles as a Jamestown settler. 

 

The Universal Design for Learning by CAST is a noble cause in the way it provides value and authenticity in what is learned in the classroom. Their challenge to educators to incorporate a curricula aware of the diverse backgrounds of students encourages teaching methods to focus in a more learner-centered, collaborative direction. One of the ways I am providing engagement options is through the use of the technology tool itself: a comic strip maker app on an iPad. As mentioned above, many students enjoy reading graphic novels - the visual representations and dialogue are engaging to them (especially as a 5th grader). Having students recreate a historically accurate depiction of themselves as a Jamestown settler will provide deeper understanding with an element of fun. The way I am providing multiple means of representation is also mentioned above: incorporating visual, auditory, and even physical materials (i.e. customary settler clothing for dressing up) will enhance the information presented, giving a solid foundation for understanding across students with diverse backgrounds. Lastly, the strategy of providing multiple means of expression is letting students choose which comic strip maker app they feel comfortable with using. Additionally, if the student has produced quality work before in a timely manner, I will allow them to use physical art supplies to create their comics. The technology incorporation will be used to upload their finished product into Google Classroom (using Google Slides) and type their descriptions next to it. UDL guidelines describe how learners need opportunities for media-rich forms of expression to satisfy their needs. Giving students a choice is empowering. With these combined strategies following UDL guidelines, my lesson will hopefully prove useful, authentic, and meaningful learning outcomes. 

 

References: 

 

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult learning, 29 (1), 20-31. 

 

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org