Action and Expression | Origin: ED133
This is a general discussion forum for the following learning topic:
Universal Design for Learning --> Action and Expression
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The principle of action and expression recognizes that students have diverse strengths and challenges. To accommodate these differences, instructors should provide flexible assessment options, such as alternative media and tools, that enable all learners to demonstrate their knowledge effectively. By cultivating an environment where learners can express their understanding creatively, instructors can promote equitable opportunities for success and growth, particularly for students with disabilities. This module was very informative.
The Pareto Principal is at work here - most of the teacher's time is to develop alternative ways of communicating the same thing through alternative methods.
In addition to designing lessons that are accessible for all students, it is important to provide students with flexibility in how they are able to express their learning. Teachers should also help students set their own challenging, realistic, attainable goals so they learn goal setting and executive functioning skills.
Action and expression are key to developing and effective UDL. Having several modalities to reach all learners is so important (Obviously) in getting that lesson plan, test, quiz, shop exercises, ect, to all my learners to meet their individual needs for accommodation.
Explicit objectives are important to helping students set manageable goals for themselves.
I often talk with colleagues about ways to make the learning process more individualized rather than "cookie cutter." Maybe starting the program with an executive functioning lesson might help; have them set goals for what they want out of the program.
UDL is most effective when the learning outcome or objective is easily identified by the student. If the student knows the destination, then the path can be chosen by the student in a manner that best that student.
This has me thinking about where executive functioning comes into play for my classes. In our second-year classes especially, this information is naturally coming through project management assignments. I need to figure out how to better and more explicitly build it into my first-year classes.
I appreciate the information in Executive Functioning. I don't know that I've really thought about what it entails even though I use the term frequently. I like the idea of having students set their own goals (instead of the instructor) so that they can get more practice at it.
I think it is vital to consider various modalities for learners to express what they've learned. We have so many better options than pencil and paper yet so many teacher still rely on this format. I love that CTE easily lends itself to alternate assessment and hands-on activities.
goals seem to commit the student to continue trying for completion.
As a culinary arts instructor, I find it hard to find new ways to deliver content in various ways for understanding. I revert to the verbal demonstration with video and pictures to assist. I'm excited to incorporate new delivery forms after familiarizing myself with assisted technology.
In reflection, I was surprised to see how many elements of UDL I already have within my courses. This was a surprise since I have not studied UDL until now.
So important to keep in mind that all students learn differently and we need to try and keep an open mind on how we can help them in anyway we can with different learning platforms and strategies.
Within this module of understaning multiple means of action and expression, I learned quite a lot in terms of how students access materials and the importance of allowing for flexiblity in how students show their understanding and mastery of the conent. I espeally find the executive functioning section very important to allow students the "buy in" to their learning through personalized goals and giving authentic and timily feedback to students in imparitive.
It is important for instructors to be flexible.
I learned I need to sharpen my understanding of assisted technology.
I think that the supported goal setting and the opportunities for physical movement lend themselves well to the CTE classroom. The principles of UDL have relevance in any classroom, but I think the framework would be easiest to implement in a hands-on learning, project-based learning environment.
Goal setting helps get the student invested into learning.
Developing goals that are realistic and manageable is indeed very important for the students. I believe that this module has opened my eyes for another layer of teaching. As an educator, it is essential to prepare the students to be ready in the real world situations and yes setting the achievable goals is one of the key to success. I will also be mindful when I assign the tasks for my students in the future to ensure that all students have equal access and equal opportunities to complete and presents the tasks in whichever way they prefer.