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.
– 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/