Thomas Perkins

Consistent and regular feedback has been useful in gaining the buy-in of my students. Giving real and useful feedback is encouraging to students as is "proof" to students that you really do care about them. If students learn how to respond, react and move forward from feedback, they will be ready for many real world situations.

UDL Scaffolding provides multiple ways for students to comprehend and express understanding.

Ensuring that we are all speaking and dealing in the same language was the key point for me. I have to do this in my class as someone could be injured if we were not all using the same vocabulary with and understanding of the common language.

I have used UDL, have seed solid results from UDL and found it interesting that this course dared to bring up the concerns about UDL. I have seen both sides of UDL and find it to work for me and my students. I can see how UDL might not work in some situations. 

My Google Slides presentations work well to keep me on track. Lecture notes would be redundant. On top of Google Slides, I often present my students with study sheets with corresponding information. If technology suddenly did not work, study sheets would suffice. My study sheets are not just full of information, they cause students to ask questions. 

The A B C & D of Objectives was clear, useful and easily applicable.

The part of the lesson plan that presents the "Rationale" is important of all parties involved. I learned that lesson plans do not need to be over-detailed.

On the first day of class, I've always presented a questionnaire of sorts. I hand out blank 3x5 cards and ask about student history regarding woodworking, did they "elect" the course, what they want from the course... etc. I also have something on the ready to fill time gaps so that my students never perceive something as a gap.

The lesson made me think a lot about my grading system. I have sometimes thought that my participation grading is not weighted heavily enough. Otherwise, I have thought through most my grading and believe that I am very fair in my grading practices. I thought the part about not making the mistake of needing to defend your grading was very smart.

Learning the background of my students is something I work on the first day I meet them. I do this through ice-breakers.