Week 5: Universal Design

 

Part 1:

Because of the diverse needs of all learners, UDL encourages educators to present information in various formats, such as text, audio, video, and graphics. In this way, learners with different preferences and abilities can access the content in a way that suits them best.

One way that UDL emphasizes creating learning experiences that motivate and engage learners is through multiple means of engagement.  This includes offering choices, using real-world examples, and considering the diverse interests and backgrounds of adult learners. 

UDL also promotes varied ways for learners to demonstrate their understanding. This might include written assignments, verbal presentations, projects, or other forms of assessment.

UDL embraces the differences in learners and provides flexible approaches to instruction.    Adults, like any students, have different learning preferences. In this way, barriers to learning are reduced.

The article also discusses the varying needs of adult learners and discusses the need to consider prior knowledge and life experiences.  Technology integration may also be difficult with adults due to varying levels of technological proficiency.  However,

digital tools and resources can be used to create a more accessible and adaptable learning environment for adult learners.  Multimedia presentations and online tools with customizable settings help adult learners with diverse needs.

UDL implementation can only be successful if educators receive professional development to better understand it and apply it.  Otherwise, delivering lessons that accommodate diverse learners will be less successful.  When proper implementation of UDL strategies occurs, students have shown more engagement and retention of information.

 

Part 2:

The CAST Universal Design for Learning website gave me a few ideas of things I could consider when creating my lesson plan project.

One such consideration I might make in my Spanish lesson is to offer an alternative to auditory information for students that don’t process information well through listening, or for students that are hard of hearing.  In order to help students that struggle with auditory lessons I should consider a few possibilities. 

          1.  I should ask my students to provide written scripts or captions for their presentations or videos for those students that would prefer to read.  In a language class listening is a huge component and that’s probably why I’ve never had a student that was hard of hearing in one of my classes but, for students that process information slowly or just better while reading, scripts would be very helpful.

2. I should provide visuals like diagrams or charts when possible.

Because schooling very often relies on traditional tools, very often the learning does not prepare students for the future.  Incorporating technology into the learning would be helpful to a diverse student population.  To this end, my lesson plan project will include the use/practice of the following:

          1.  Word Reference.com (spell-checker in Spanish).

          2.  Grammar checker (using Word or PowerPoint with settings set to Spanish language.

          3.  Use of several other web applications like Canva

          4.  Use text-to-speech software

 

WEEK 3: INFOGRAPHIC

 

Learning is a complex process that involves the collaboration of cognitive functions such as executive function, self-regulation, and memory.

Executive function acts as the brain's CEO, overseeing cognitive functions like working memory, inhibition, and cognitive flexibility. Working memory is crucial for connecting new information with existing knowledge, while inhibition helps maintain focus by suppressing distractions. Cognitive flexibility enables students to approach problems from different angles, enhancing critical thinking skills.

Self-regulation involves managing emotions, thoughts, and behaviors to achieve desired outcomes. Components like goal setting, time management, and emotional regulation are vital for learning. Well-defined goals motivate students, effective time management balances tasks, and emotional regulation creates a positive learning environment.

Memory includes sensory memory, short-term memory, and long-term memory. Sensory memory filters and selects information, short-term memory temporarily retains data, and long-term memory stores lasting knowledge through processes like repetition and association.

This week’s blog and infographic assignment followed ISTE Standard 1.6b (create original works or responsibly repurpose or remix digital resources into new creations.  I believe that Gura feels that the type of creativity used in an assignment like this helps students become more successful.  Creativity will be required to face new challenges in the future and using digital tools to support student creativity is one means of preparing them to meet our future challenges successfully.

Educ 5313 Week 2 Blog

 

WEEK 2

Part 1

Traditional education very often grades students based on basic skills, knowledge of facts, and procedures.  Although students do certainly learn, the lack of context is not very motivating.  One day in the future as adults, these lessons might make sense and the knowledge may have some benefit.  But what if we could make the learning experience more adult-like?  What if teachers could engage students in a way that they are using their knowledge in real world experiences?  Would learning this way be more efficient?  Would students learn more from their lessons?

Authentic Intellectual Work is a philosophy of lesson design where knowledge and skills are applied to socially complex problems requiring higher level thinking skills.  This type of intellectual pursuit creates products or presentations that give more meaning to students than the specific memorized information students often obtain from traditional lessons in class. 

Research conducted in the National Education Longitudinal Study between 1988 and 1992 in over 1,000 high schools concluded that students scored between 60% and 100% higher on test scores when AIW strategies were used.

Authentic Intellectual Work includes three characteristics:  construction of knowledge, disciplined inquiry, and value beyond school.

As a Spanish teacher, I see value beyond school as the most important characteristic to include in lessons for my students.   I live and teach in an upper middle-class suburb.  I have a diverse group of students, most of whom will go on to college.  Everyday more and more native speakers of Spanish are immigrating to this country.  My students do not understand how the influx of these migrants will affect their future careers no matter where they go in this country.  They also do not understand the perspective of migrants, as there are few in our school.  I believe a project where students create questions and interview migrants and their families about their experiences will not only give them some perspective but will also increase their Spanish through conducting the interviews.  This project would include interviews conducted over the internet as well as in person.  After interviewing, students will brainstorm with classmates and research possible solutions to migrant issues.  Each student will prepare and present a slide presentation including some geographical information about the home countries and cities of three of their interviewees.  Finally, students will practice writing an E-mail to their U.S. Congressperson about the hardships of migrants in the U.S., possible solutions that they researched and ways his/her congressperson could help.  I believe this assignment would show students the value of Speaking Spanish beyond school as well as give them authentic activities to practice their Spanish.

  

Part 2

Although the National Education Technology Plan has not been updated since 2017, there are many facets of the plan where Authentic Intellectual Work and Instruction could be intertwined to not only increase learning but also help students become more globally competitive.

In the previous lesson for my Spanish students, interviews are conducted over the internet.  Multimedia presentations are used as one of the culminating activities for the unit.  Students are required to send an email to a congressperson after collaborating with peers, doing research and critical thinking to solve problems.  These are all skills that the NETP would like students to develop to become competent in the 21^st century.

 

Part 3

There are many similarities between the Authentic Intellectual Work and Instruction framework and Kolb’s Triple E Framework, and the research project I discussed previously demonstrates this well.

AIW highly encourages student investigation as a means to critical thinking.  These investigations can be made authentic by creating questions for interviews and using active listening techniques during these interviews.  Students will be discussing and debating the real-world issue of immigration.  A visual presentation will be used to share information students learned about where and why immigrants left.  Students then engage with politicians to discuss issues and remedies for immigration problems.  All of these activities are part of Kolb’s framework and are authentic intellectual work.

 

Steve Dean

Week 1 Blog Assignment

EDUC 5313

My name is Steve Dean.  I am married to a wonderful woman and have two wonderful children attending college.  I have been teaching high school Spanish for 29 years.  I recently started teaching AP Spanish and would like to be more adept at using technology to increase my students’ interest in Spanish and using Spanish to become more linguistically and culturally aware individuals.

In previous years, our Spanish 4 students have written letters in Spanish to 6^th grade Spanish students at our feeder schools.   I would like to extend this to my AP classroom by using a blog where my students can learn about the culture of native Spanish speakers in their classrooms in Latin America or Spain.  One example might be to discuss bullfighting.  This would allow students to have real-world discussion about a relevant topic in Spanish culture today with peers of other cultures while practicing their communication skills. 

This lesson follows the ISTE Standard 1.7a (using digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning) and Kolb’s Triple E Framework (Engage students in authentic discourse with others).  The lesson also meets the KSDE (Kansas Department of Education) Standard for World Language 1.1 (Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions).