Universal Design for Learning (UDL)

•How do I provide for multiple means of representation, to accommodate students’ different strengths in perception, language, and comprehension (e.g., providing alternatives for auditory and visual information; clarifying vocabulary and symbols; using multiple media; highlighting patterns and big ideas and guiding information processing)?

With regards to representation, I believe this could be done by providing choice when asking students about their comprehension. For example, there could be a choice board that allows the students to represent their work in a variety of ways. This board allows students to combine their interests with a comprehension task, for example; represent the War of 1812 on a canvas. Students know what works for them so this may be a valuable option. The condition of the choice board could be there must be an element of technology in any representation they choose.

• How do I provide for multiple means for action and expression, to accommodate different physical, communication, and executive-function strengths (e.g., improving access to tools or assistive devices; varying ways in which students can respond; supporting students in goal setting, planning, and time management)?

In order to accommodate for different physical, communication, and executive-function strengths/ needs, there could be an anonymous concern bin in the classroom where the students write down a concern they have about the class or a support they may need to help them to become more focused in class. This anonymity allows the students to not feel pressured and still have access to the supportive tools they need. From this, I could have check ins with the students to understand at what stage they are and if they need any further assistance or accommodations. These check ins take about five minutes to get through to every child in the class in order to maintain that open communication. This small act allows students to understand that the teacher does care for them and makes the effort to understand and support them throughout the whole process.

•How do I provide for multiple means for engagement, to accommodate different interests, attention spans, and strengths in self-regulation (e.g., allowing for individual choice, increasing relevance and authenticity, minimizing distractions, providing graduated levels of challenge, fostering collaboration)? (pg. 16).

A way to engage the children would be to find a video game that may work specifically with the skill that is being taught. For example, the game Prodigy is very clever game used to test students math skills. As the game advances so do the questions. This way, the student is interested and engaged in the activity they are doing and still working on a specific concept. This game could also be used as a reward after they have been taught and practised the skill. Some children do not consider Prodigy to be homework, however it does test math skills that the teacher decides are appropriate.

Reference

Ontario Ministry of Education (2013b). Learning for All - A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. Queen’s Printer for Ontario, 1-20. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf