Maker Experiment 2: UDL Framework

Purpose of This Post

The goal behind this post is to demonstrate an activity that more fully aligns with the principles of Universal Design for Learning (UDL – additional resource here). In theory, UDL is simply the name given to the attempt to make learning equally accessible to all. From a realist perspective, we know that in practice, pure equality is fundamentally impossible, but by adopting the UDL guidelines, we can certainly do a much better job than has been done traditionally. This lesson demonstrates my own effort to do just that!

The Activity (UDL Style)

To review the original activity (not intentionally modified to reflect UDL principles), click back to the 3/30/14 post: Maker Experiment #1. The activity below reflects the same core ideas enhanced and expanded.

MAKING PROOF

Purpose: in this activity, students will demonstrate their knowledge of a particular topic through the use of the Squishy Circuits maker kit or other creative materials of choice, including digital media, as approved by teacher (UDL 4.1, 7.1, 8.2).

Description: While studying a unit in Aviation History, students will be asked to create a model using the maker kit, other materials, or digital media that depicts some aspect of a topic learned about in that unit. The activity will involve three primary steps, outlined below: (1) creation of the model (UDL 6.2, 7.2, ), (2) peer guessing and feedback activity (UDL 7.3, 8.3, ), and (3) brief written description and reflection (UDL 6.2, 9.3).

STEP 1: Create a Model

– In the first step, students must select a topic about which to create a model using the squishy circuits maker kit, other contructive materials, or digital media. The topic must be relevant to that unit.
– Instructions for the process will be delivered digitally, including both a brief tutorial video explaining the task as well as written instructions.
– This process reflects the dynamics of planning and goal setting, requiring students to consider the complete project and its purposes/objectives before beginning the creation aspect. To enhance this dynamic, I would require students to demonstrate a procedural plan outlining how the task will be completed before being permitted to begin creating. This will also create an opportunity to provide personalized instruction to those in need and give feedback. (UDL 1.2, 1.3, 2.2, 2.5, 3.1, 3.3, 5.1, 6.1, 6.2, 7.1, 8.1, 8.4, 9.2)
*See below for sample instructions video.

Sample Instruction Video

 

– Students, once selecting a topic, will create a model using as much or as little of the maker kit as desired to demonstrate in as much detail as necessary the topic of choice.
– This component will also include a tutorial video demonstrating many different approaches and possibilities. These instructions will model the varying approaches a student may take to the project, allowing for increased autonomy and license to expand upon the suggested methods and materials.
– These ideas clearly reinforce the above UDL principles, especially focusing on multiple means of communicating information (UDL 2.5) as well as the multiple means of demonstrating learning (UDL 5.2). Students will repeatedly be asked to demonstrate how their process will effectively meet the objectives, as well (UDL 6.1, 6.2).

– Students will be allotted no more than 1 class period to create the model.

STEP 2: Peer Sharing

– Once the model is made, students will switch with a partner and perform a “guessing” game of sorts.
– The goal is to guess what topic the model is demonstrating without being told by its creator (this can be done in only one round or in multiple rounds within a group, each group member noting his/her guess on a form or paper).
– This step in the activity is entirely devoted to authenticating the activity and providing realtime feedback. The degree to which students engage in this process is easily adaptable to the needs of the group or individual. (UDL 7.2, 8.4, 9.3) 

– When the guesses have all been submitted, the students will then reveal the correct topic and provide an explanation of how and why that model demonstrates the topic.
– At this time, classmates will be given an opportunity to provide feedback (noting something positive about the model and the topic THEN something constructive about how the maker could have better demonstrated that topic).
– Delivery of feedback can be accomplished in various mediums, such as verbal feedback or written feedback. Similarly, feedback can be recorded by the recipient or deliverer in the same manner (individual notes, collaborative documents, etc.).
– This step is designed to further to authenticity of the process by allowing for a time to discuss observations and share rationale. Students will be asked to consider why they hold various opinions, increasing the validity of remarks as well as potential for deepened understanding. (UDL 4.1, 5.1, 7.2, 8.4)

STEP 3: Reflection

– For a final step, each student will compose a reflection on the process of making the model and the peer sharing activity. This reflection should focus on whether the model accurately demonstrated the desired topic and how the maker could have improved the depiction.
– Along with the reflection, students will include a written description including (1) the topic demonstrated, (2) a brief explanation about how the model demonstrates the topic, and (3) a list of which topic(s) the classmate(s) guessed during STEP 2.
– This final step is intended to reinforce the learning taking place during steps 1 and 2. In most senses, this appears to be the least important step, but in the interest of ensuring transfer and deeper understanding, this could be the most important step. Students are asked above to express ideas in written form, but that is not the only method available and would not be the only method accepted. Students could also demonstrate ideas through recordings (auditory or visual). The obvious connection is that students can adopt whatever means best suits their abilities, strengths, needs, etc. However, one condition will remain an expectation, that is, that some degree of written expression remain. As an essential skill in college and career readiness, physical abilities permitting, students should always be fostering this skill. (UDL 4.1, 5.1, 5.2, 7.1, 9.3)

UDL principles referenced above can be found here.

 

Reflection

In transitioning from the activity portion to the reflection portion, I will briefly recount the essential changes in the above activity. Primarily, the activity was enhanced by the inclusion of opportunities to receive and express information through various mediums and formats. Students were already being provided differentiated means of demonstrating learning, but the increased opportunities for new mediums was important.

Furthermore, UDL principles focus heavily upon the instructor’s use of variegated mediums to communicate instruction and direction; thus, the use of videos containing both verbal and written (subtitles) direction is imperative when considering an attempt to meet the full scope of UDL objectives. While this concept is not novel to me, it is certainly under-implemented. Considering 21st-century learners, the likelihood that any student would actually read all the instructions for an assignment is low, let alone a learner who may struggle with textual/linguistic representation.

Finally, I found the emphasis on mastery learning and student responsibility in goal-setting and reflection and feedback to be especially relevant. Generally speaking, people spend far too little time considering the things they are doing. Students are no exception, and the deepest learning and most significant growth takes place during reflection and self-assessment.

 

Sources

CAST. “UDL guidelines examples.” Retrieved on April 20th, 2014. Retrieved from https://sites.google.com/site/udlguidelinesexamples/

Maker Experiment #1: Classroom Uses

Background of This Post

After spending some time examining and re-studying learning theories (let’s face it educators, we will never stop hearing about Vygotsky, Skinner, Piaget, etc. – has “Bloom” become a verb yet? I feel like it is quite understandable to “Bloom” that question or “Bloom” that lesson.), I have been asked (in CEP 811) to consider the synthesis of “Making” and learning theories in the context of a classroom activity. In simpler terms, this post is intended to outline the use of a maker kit in a classroom activity and defend the activity with a discussion on learning theories.

The Activity

I have not spent a great deal of time “making” myself, yet. I don’t quite enjoy the acting out of the process as much as I do the thinking part of the process. Considering the possible applications and implications is much more my interest than actually trying them. I am a theoriest and idealist by nature and practice, but I am trying to break out.

My activity idea, as outlined in greater detail below, is an extension of a previous idea I began to consider. The essence of my thinking can be summed up in a guiding question which I will use to better focus my intentions.

How can the process of “making” best enhance the demonstration of content knowledge?

The activity designed based on this question would be simple when performed in isolation but can also be used in a greater context within a unit or lesson or project. For the purpose of this post, I will title the activity “Making Proof.”

MAKING PROOF

Purpose: in this activity, students will demonstrate their knowledge of a particular topic through the use of the Squishy Circuits maker kit.

Description: While studying a unit in Aviation History, students will be asked to create a model using the maker kit that depicts some aspect of a topic learned about in that unit. The activity will involve three primary steps, outlined below: (1) creation of the model, (2) peer guessing and feedback activity, and (3) brief written description and reflection.

STEP 1: Create a Model

– In the first step, students must select a topic about which to create a model using the squishy circuits maker kit. The topic must be relevant to that unit.
– Students, once selecting a topic, will create a model using as much or as little of the maker kit as desired to demonstrate in as much detail as necessary the topic of choice.
– Students will be alotted no more than 1 class period to create the model.

STEP 2: Peer Sharing

– Once the model is made, students will switch with a partner and perform a “guessing” game of sorts.
– The goal is to guess what topic the model is demonstrating without being told by its creator (this can be done in only one round or in multiple rounds within a group, each group member noting his/her guess on a form or paper).
– When the guesses have all been submitted, the students will then reveal the correct topic and provide an explanation of how and why that model demonstrates the topic.
– At this time, classmates will be given an opportunity to provide feedback (noting something positive about the model and the topic THEN something constructive about how the maker could have better demonstrated that topic).

STEP 3: Reflection

– For a final step, each student will compose a reflection on the process of making the model and the peer sharing activity. This reflection should focus on whether the model accurately demonstrated the desired topic and how the maker could have improved the depiction.
– Along with the reflection, students will include a written description including (1) the topic demonstrated, (2) a brieft explanation about how the model demosntrates the topic, and (3) a list of which topic(s) the classmate(s) guessed during STEP 2.

Additional Items: This activity can be expanded in many ways, but one essential component is being able to model for the students how a good model might clearly depict a topic. This could be done with past examples of student work OR (if first time) the teacher could model the process, including the self talk involved in the making process (recommendation: video capturing the whole thing, perhaps with a time lapse).

Learning Theories and Activity Reflection

This activity clearly demonstrates an abstact method of “demonstrating knowledge” in a classroom. While mastery is often assessed through common, canned tests, creative, abstract assessments certainly have an important place in the classroom. Further still, the creative, constructive process accomplished in such an activity is imperative.

(This section below will be referencing ideas and information provided in this visual summary of learning theories.)

From its outset, such an activity clearly demonstrates principles expounded upon by Gardner’s studies of multiple intelligences. Understood by educators everywhere is the idea that students learn indifferent ways and should, therefore, be provided opportunities to express knowledge in different ways. The activity above provides a very different experience of presenting knowledge not accomplished by the standard assessment items common to secondary education.

Additionally, Bloom‘s research denotes the fundamental necessity for higher thinking. This can be more clearly envisioned in Bloom’s Taxonomy. The upper levels of thinking involve demonstrating knowledge and teaching others, both among the dynamics involved in this activity.

Finally, among the many principles and learning theories studied, those that will tend to also stand out include those ideas that focus on the learner’s creative and constructive role in education. Some of the core epithets of constructivism (Vygotsky, Dewey, Montessori, etc.)  involve the need for students to learn by building knowledge upon pre-existing knowledge. This is done best by increasing the depth of thinking as demonstrated by Bloom’s Taxonomy. Thus, the activity is designed to give students opportunities to not only create, but also to explain and defend their creations. This is only possible through a deeper understanding of the topic and the model’s relationship to the topic.

To conclude, I am only yet learning the potential of “making” in the classroom. It has become clearer to me over time that the role of such creative construction is exceptionally beneficial, but I have yet to be conviced that the maker kits have as wide of an applicability as alleged. More than anything, it is hard to envision the routine potential for something this abstract. I will keep my mind open, though, and report my next idea soon.

Sources

HoTEL. “Learning Theories v5.” Image. Retrieved on March 30, 2014 from http://cmapspublic3.ihmc.us/rid=1LGVGJY66-CCD5CZ-12G3/Learning%20Theory.cmap

 

Thrifting with CEP811

Background

During my course of study in the MAET program at MSU, I find myself currently in my second stop: CEP 811. The course is almost entirely devoted to the principles of repurposing and implementing technology tools for/in the classroom. In a world where resources are rarely unlimited, these concepts become especially pertinent, and with the increasingly costly nature of technology tools, the ability to innovate and invent is essential.

The current assignment, as I begin my CEP811 adventures, is simple. I must find a way to combine the utility of a maker kit with the versatility of a thrift store. In many ways, this is easy. Thrift stores provide an arsenal of the unpredictable, and maker kits tend to feed potential to that very same element of unpredictable. However, for some, the creative obscurity of such a combination can be difficult.

Exploring the Assignment

With the goal of creating something useful for my classroom, I set out on my exploration. First, I selected a maker kit that I felt best appealed to my need for creative purpose as well as my simplistic personality. The result was the Squishy Circuits maker kit.

 

The kit, as seen above, contains little more than a power source, two noise makers, a motor, and an assortment of colored lights. The “squishy” part is actually the combination of the above items with electrically-conductive homemade play dough.

In a small sense, I almost immediately regretted my choice, recalling the fact that I am one who does not enjoy being messy (and this kit appears to involve a natural component of mess). However, if I am to fully explore the full scope of inventive potential, the willingness to be messy is probably important!

The rest of my thrifting adventure established a more clear picture of my plan, though. While exploring a number of thrift stores near my home, online thrifty sites, and my wife’s own collection of thriftiness (it is true, we frequent Good Will stores far too often), I fell upon a few items of particular interest.

The first two items of interest were simply cool and creative things. I love marbles, so the moment I saw marbles, I decided they must be involved. Additionally, marbles can be acquired very easily at little expense. The second item was magnets. I discovered two degrees of magnets. There exist plain, standard magnets that can be purchased in bulk. These have a great deal of potential because they can be glued to various items to create homemade magnets out of random stuffs. There also exist custom magnets designed to commemorate occasions, celebrate events, imbue deep truths, or simply invoke laughter.

 

The final item, however, that really caught my attention was a small porcelain bell. My grandmother has collected bells for years (since before I was born, for sure). Every time I see a small bell, it makes me think of her. What I have come to realize is that these bells are everywhere. Therefore, when I first saw the bell, I simple thought of my grandmother with a smile, but after a moment, the thought finally struck me. The big idea was planted.

My Big Idea

From the outset of the assignment, I wanted to find a way to get my students creating. I wanted to use the need to combine unrelated items to create something new as a platform for a very practical discussion on repurposing and creativity. In order for this to work, however, I felt that the project needed a clear, measurable outcome. Thus, the activity “Ring the Bell” was born.

In this activity, students will use the items provided along with the Squishy Sircuits kit to construct an apparatus or device that can, without manipulation (once created) ring a bell. The task essentially has two phases. First, students must find a way to suspend the bell so that in can be run. Second, the students must then find a way to construct a manner of ringing the bell. I have broken down the activity into steps and processes below.

Ring the Bell Activity

Objective:

Using only the supplies provided, students will create an apparatus capable of (1) suspending the small porcelain bell indefinitely and (2) automatically ringing the bell, when desired. Students will have a 15 minute time limit.

Supplies Needed:

– Squishy Circuits maker kit
– Homemade play dough (two types: conductive and resistant)
– Marbles (bag of 10)
– Magnets (10 plain, unadorned)
– Small porcelain bell

Instructions:

Using the above supplies, perform the following functions:
1. Suspend the small bell in a manner so that it is able to ring.
2. Create a mechanism that will ring the bell without your manipulation.
NOTE: Remember, you will have 15 minutes to complete your task.

Evaluation:

Your apparatus will be evaluated on the following criteria:
1. Did you use only the supplies provided (no foreign objects permitted)?
2. Does your apparatus suspend the bell without aid?
3. Does your mechanism ring the bell without aid?
4. Can your creation be re-created?

Reflection

As I consider this project, I already see some flaws. The materials are not necessarily ideal for such a purpose. Marbles specifically have little virtue in a construction-type project, although they could be instrumental in the ringing process. I am also unclear as to what value the magnets add.

Despite these potential setbacks, I believe that the virtue of the project itself lies in the manner in which students attempt to answer these very same questions. Perhaps the outcome is not successful for all, but the process of struggling and wrestling with these ideas and notions holds infinite value.

For me, the next step in this concept is moving from an arbitrary assignment or task to a more thoroughly integrated idea that combines the intended content to be learned with the desired skills to be developed. Once this is accomplished, the project will inevitably take on richer value and greater meaning.

Sources

– Andrea. “Play Dough.” Pie Birds. April 3, 2011. http://www.piebirds.org/2011/04/homemade-playdough.html

– Bid or Buy. “Porcelain Bell.” Image. http://images.bidorbuy.co.za/user_images/067/468067_100808123726_10_681.JPG

– Etsy. “Magnet.” Image. https://www.etsy.com/market/funny_magnets

– Garrison, Gretchen. “Marbles.” Image. November 7, 2013. http://odysseythroughnebraska.wordpress.com/2013/11/07/thankful-i-found-my-marbles-nebraskas-one-and-only-marble-museum/

– Maker Shed. “Squishy Circuits.” Image. http://www.makershed.com/Squishy_Circuits_Kit_p/mksc1.htm