Representation | Origin: ED133
This is a general discussion forum for the following learning topic:
Universal Design for Learning --> Representation
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that barriers in how content is presented can make learning much harder. Moving forward, I plan to apply this by offering multiple forms of representation (visuals, audio, and hands-on options) to support different learning needs. I’ll also pay closer attention to things like text size, layout, color contrast, and audio clarity, and pre-teach key vocabulary to make content more accessible for all students.
Comment on Dara Rodemack's post: I agree. I was thinking the same thing. I am an auditory and visual learner. I have to read the text out loud to help me comprehend the information. Images that highlight the main concepts will also help me to comprehend the information. I can understand by reading, however, it is not my main learning style.
There are multiple ways of providing instruction for students to understand the concept of the evolution, As a hands on class i try to perform a demonstration of the intended activity and answering questions before letting students attempt the same evolution
Based on the information provided, this module is not following it's own rules. This is only using visual (reading) and not allowing for other types of learners to be fully engaged. I don't know if they did that on purpose to see if we are connecting the dots or not.
It is important to provide options for perception (displaying information visually and auditory), language, mathematical expressions and symbols and comprehension.
Lesson materials need to include many different modes of communication to help students understand in a variety of ways. Teaching students in their native language helps the information to be more accessible to the student.
Using multiple formats to represent information helps students with differing learning abilities gain understanding and the knowledge ideas instructors are conveying.
It's all about presenting information in different formats so all students can access and understand it. This goes beyond just catering to various learning styles; it's about removing barriers.
An example would be if a student has a hearing impairment, providing captions or transcripts for audio content is crucial. If English isn't a student's first language, offering translated materials or using tools that allow for translation can make a huge difference. It is also about providing options to help with comprehension. It really makes you think about how you deliver content!
I'm planning to incorporate more visuals, audio options, and alternative text descriptions into my materials.
Effective learning requires making information accessible and enabling students to transform it into applicable knowledge. Instructors can facilitate this process by activating students' prior knowledge, employing analogies, and highlighting key relationships within the material. Additionally, providing alternative representations for important vocabulary and translating culturally exclusive terminology can enhance comprehension. Furthermore, offering course materials in multiple languages and leveraging translation tools can further support inclusive learning for all students. This module is pretty helpful.
It's good to be a good presenter, almost an actor and entertaining, when teaching courses.
When developing material for lesson be sure to include many modes of communication, audio, visual, vocabulary/definitions, videos etc. It is also important to provide material in different languages so that students are able to access the content in their dominant language.
There are multiple ways in which a teacher can capitalize on the learning styles of individuals.
Representing in several forms of media and format allows the student, regardless of their needs, to understand and to get across the lesson plan. Although I have not really encountered the need of this, in my classroom, I do accommodate in other modalities for my IEP and 504 plan students.
Comment on Meredith Butulis's post:
I do as well! accessibility guidelines for web and design make this intuitive!
In my situation (a prison setting), I try to be aware of the different learning styles; auditory, visual and kinesthetic. My lessons are all on PowerPoint (visual), I read the slides aloud or more often have the students do it (auditory), and we have written worksheets that are often done in groups (kinesthetic). One weakness is that we have Spanish speaking students and the best we can do is allow them a translator.
Mostly, UDL strategies need to be suited to students on an individual basis. That means getting to know the kids and be flexible. Also use tools around you to make things easy. Use AI to manipulate materials for your kids. Lastly, be ready to anything you can to help present material and achieve learning outcomes for each student.
This model made me reflect on the following questions: "Does the curriculum I work with allow for flexible ways in which information is presented?" and "How can I as an instructor link relevant, prior knowledge by bridging concepts with relevant analogies to promote enhanced learning? Do I highlight patterns, use examples, or highlight previously learned skilled?"
I appreciate the concrete examples of how to create flexible representation. I want to work on making sure all of my content is accessible in Spanish, and also to work on revisiting and highlighting patterns & key takeaways throughout a lesson and a course
This module has pointed out to me that this module could much more engaging and colorful.
