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.
This module taught me that learners need multiple ways to show what they know, from discussions to visuals to creative media.
The "action/expression" principle is the "how" of learning. This addresses the manner in which the learner expresses what they know. The learner should be allowed to use multiple modalities for communicating their understanding of the concepts. Some of my students prefer to express this using a template that helps guide them through the components of the main concept. Others may prefer to give a presentation.
We use templates when students are needing to describe a disease or disorder. This helps them identify the problems that go along with the disorder and set goals for how to solve the problems. The last step of the clinical judgment model is to evaluate the outcome. Were the goals met? If not, why?
We also use the Round Robin technique to have groups of students write aspects of a condition or medication. Each group rotates through the various Post It posters, providing additional information to the condition or medication. Once completed, each group will present the information to the entire class.
Allowing students with additional needs the opportunity to be provided other alternatives to reach the same objective but the students must be able and willing to voice their concerns as to their own personal needs at learning said objectives
We need to set our own goals, but we need to encourage our students to set goals as well.
I like the thought that we can create goal-directed, strategic learners with flexible learning modalities.
Utilizing different modes of communication allows the material to be accessible to a wider range of students.
Using the approaches outlined in the action and expression means allows instructors to address different learning barriers to maximize student success
This section highlights the significance of encouraging and nurturing students' abilities to become more strategic and self-directed, going beyond traditional methods of expressing understanding. It provides the groundwork for crafting a more well-rounded classroom.
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.
