Week 3 Response to my Student

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Feb 20, 2024

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Darlene Guerrero Sept 15, 2023 Week Three Discussion Must post first. Subscribed The Universal Design for Learning (UDL) is a framework that supports each student in the classroom. It supports each student in the classroom by acknowledging that each student has different needs, comes from different educational backgrounds, has different interests, has different language talents, and has different cultures and identities that represent them. Given the unique makeup of each classroom, UDL offers teachers a way to support each student. In a content-literacy classroom, UDL is incredibly important. UDL in practice can look like drawing vocabulary words with math symbols to support comprehension, showing students how to decode a difficult piece of science text, and providing students with multiple mediums and tools to compose their first song. Resources Watch/Read  CAST: Engagement, Representation, Action & Expression o UDL at a glance 4:36 min o UDL to change the world 1 min o UDL Guidelines - link  Seamless Teaching: Navigating the Inclusion Spectrum - UDL for Writing - article Prompt UDL consists of providing students with multiple means for (1) Engagement, (2) Representation, and (3) Action and expression. Engagement consists of recruiting interest, sustaining effort and persistence, and self-regulation. Representation consists of perception, language and symbols, and comprehension. Action and expression consist of physical action, expression and communication, and executive functions. First, identify one element from each of the three categories above, to apply to your content-literacy classroom. Then, describe what and how you will achieve

those elements in your classroom. For example, a music teacher might choose "self-regulation," "language and symbols" and "expression and communication" and then the music teacher will explain what these elements will look like in their classroom when in practice. Be specific for each strategy you share. The goal is that someone reading can understand your description well enough to apply it in their classroom. Keep in mind – our classes could be virtual at any time! Can you think of UDL strategies for an online classroom environment? Utilize the UDL framework provided by CAST by clicking here to support your thinking. Instructions: Accomplish the above and compose a response which you will need to post by Wednesday, midnight. Provide feedback to one of your colleagues' posts by Saturday midnight. Rubrics  discussion rubric Week 3 Discussion UDL Classroom Contains unread posts Stern Stern posted Sep 13, 2023, 11:14 AM Subscribed Hi it's Letitia UDL, better known as universal design for learning, is a way to support all students in a classroom. As a teacher, we know that our students will come with different educational needs. This can include their cultural background, their interests, language acquisition, educational background, and talents. In one of the videos, it said that the way people learn is as unique as people’s fingerprints. UDL at a Glance CAST (2018). As a teacher, we need to allow these differences and acknowledge that not all students are the same and above all not the same in how they learn topics. As an art teacher, one way I can engage my students is by giving them a choice in what type of medium they can use on a particular project. In art, a student can use oil pastels, paint, watercolor, pencils, and or pen and ink. For each of these mediums, there are learning curves on how to use them and how to learn different techniques.

Another choice can also be given in the project subject matter. This depends on the artist and movement we are working on. I can also introduce new content vocabulary while entertainingly engaging them, with a game, or a video. Offering alternatives for visual information can show representation in my art class. “Images, graphics, animations, video, or text are often the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events. Visual information can be quite dense, particularly with visual art, which can have multiple complex meanings and interpretations depending on contextual factors and the viewer’s knowledge base. To ensure that all learners have equal access to information, it is essential to provide non-visual alternatives.” Checkpoint 1.3, Offer Alternatives for Visual Information CAST(2018). Action and expression are other components of a UDL classroom. In my art class action and expression, I can provide executive functions “1) by scaffolding lower level skills so that they require less executive processing; and 2) by scaffolding higher level executive skills and strategies so that they are more effective and developed”. Guideline 6, Executive Functions, CAST(2018) setting appropriate goals, we can’t assume they will set realistic goals. Providing guidelines and checkpoints for students to follow will allow them to be successful when deciding to present a project based on an assignment, such as a painting, drawing, or slideshow (depending on their choice) to show what they learned about a particular artist or technique previously. A UDL classroom is ideal, and I am learning my art lessons to accommodate different ways for my students to learn. I need to keep in mind to be flexible and approachable daily. References UDL at a Glance CAST (2018) Youtube.com https://www.youtube.com/watch? v=bDvKnY0g6e4 Checkpoint 1.3, Offer Alternatives for Visual Information CAST(2018) UDL Guidelines https://udlguidelines.cast.org/representation/perception/alternatives- visual

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Guideline 6, Executive Functions, CAST(2018) UDL Guidelines, https://udlguidelines.cast.org/action-expression/executive- functions/executive-functions My Response: Hola Letitia, Como esta hoy? (How are you today?) I love how you explain your reason, and how “ in one of the videos, it said that the way people learn is as unique as people’s fingerprints”. UDL at a Glance CAST (2018). Immediately it made me think of the blueprint of DNA, and how the world of science is connected to understanding the body's mechanism, chemical reactions, and so on. Students have a strong diverse background of fund of knowledge, they like video games, medicine, the new stock market, or art/dance. We as teachers need to find different options for assessments, quizzes, exit ticks, and videos to know if they understand the material. I liked your exam on painting, for the assignment you gave them different options for pain. I strongly believe you give choices in how to do an assignment; the student can be more creative in their painting and let that imagination run while. Also, I remember in the news, in California when making cuts always in the department of music, and art which I strongly believe they shouldn’t. We need to have different departments of art, dance, and music for student to use their talent, and imagination and have a strong academic background. Every student is different, and teachers need to get to know and find their interests to make the learning map fun to learn. Week 3 Discussion Wyatt Valena Wyatt Valena posted Sep 13, 2023, 8:27 PM Subscribed Previous Next This page automatically marks posts as read as you scroll. Adjust automatic marking as read setting The area of Engagement that I would like to work on in my classroom is Self Regulation. The area of Representation that I would like to apply in my classroom is Comprehension. Finally,

the element that I would like to work on from Action and Expression is Physical Action. It is a tough job to keep 30 students engaged in a classroom. I also know that it is hard to be a student in a class with 29 other students. Since the beginning of this year, I have been extremely transparent with the students about having them self-regulate their emotions. I have presented opportunities for "walk and talks" with our district behavior specialists. If the class is becoming overwhelming, the students know that they can ask me to step outside where they can then get some fresh air and even have someone to talk to if they need it. This has allowed for many fewer behavior problems in the class, and it lets the kids reengage when they come back to class. I am working on my third year of Teaching in my classroom. I am slowly moving away from just "getting by" to digging deeper into the education and comprehension of the students. I used to give each student the same set of notes regardless of their needs. I didn't know any better and it was the easiest way for me to try to keep students together. I am stepping into my role of providing differentiation for the array of students in my class. Where I used to just give notes, I now give one-pagers where students can take notes, draw, or even use the one-pager template to work on the assignment through Google Classroom. Finally, I have made it a goal to see all the students in my class physically engaged. I enjoy seeing students physically get out of their seats and move around to be involved in classroom activities. I have even done some agree/disagree scenarios in my freshman guidance classes. If students agree they move to one side of the class, if they disagree, they move to the other. My response. I strongly believe after the pandemic there is strong statics data on depression, and social media play a role in their emotion and overall suicide. Covid-19 for almost two years changed the

world, and education needs to adapt to be isolated, however, another field of medicine still helps stop the disease. I remember my first class at National University, the professor said we are paining the way of teaching online, and I strongly argue with it. I believe self-regulation is needed; students need to understand their emotions therefore how to interact with other students. If we teach a classroom of 30- 40 students, how can we find the discipline of the strict teacher to a friend to our student? I like the idea as you state, we want the student to have some activity of moving out of the chair. All the years of becoming a teacher, I had horrible time management, anxiety, overthinking, and dealing with my emotions which the education system does teach high school students. How can we show the real world in our lesson plan like you note, some physical activity, breathing exercises to control panic attacks, and much more? Week 3: Discussion Blog Contains unread posts Sindhu Ramu posted Sep 11, 2023, 1:08 PM Subscribed After reviewing the content materials and resources provided, I do understand that by incorporating these UDL elements, we can create more inclusive and engaging content-literacy classrooms that cater to the diverse needs and preferences of our students, making it easier for them to learn and succeed. Below are my choices of elements from each of the UDL categories which I believe can garner more engagement in my classroom and cater to the diverse needs of my students. They can also be applied in any online classroom. Engagement (Element Chosen: Sustaining effort and persistence): As a pathway to implement this element in my classroom, some possible strategies could be as follows:  Choice-Based Assignments : Offering students with choices can help them demonstrate their understanding of algebra concepts. For instance, they can choose from various project topics or different ways to solve problems.  Gamification : Incorporating gamified elements into my virtual lessons such as the use of educational games, quizzes, or interactive simulations can make learning algebra more engaging. To encourage healthy competition, I can even have a leaderboard.  Virtual Math Challenges : Organizing online math challenges or competitions can promote collaboration skills in students where they can work together or individually to solve complex algebra problems. As a teacher, I can better recognize and reward their efforts in terms of various skills. Representation (Element Chosen: Comprehension): To support comprehension in a classroom, some possible and good strategies could be:

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 Visual Aids : Utilizing digital whiteboards, interactive graphs, and multimedia presentations to visually explain algebraic concepts, I can record sessions for students to review at their own pace.  Multimodal Content : Providing algebra content in various formats, such as written text, audio explanations, and video tutorials accommodates different learning preferences and ensures comprehension for all students.  Peer Tutoring : Encouraging peer tutoring both in-person and virtually or through study groups using video conferencing platforms, students can explain concepts to each other, reinforcing their comprehension and benefiting from diverse explanations. Action & Expression (Element Chosen: Expression and Communication): To facilitate expression and communication in a classroom, below strategies could be considered:  Discussion Forums : Creating online discussion forums or chat rooms where students can ask questions, share their thoughts, and explain algebraic concepts to their peers. This can also encourage active participation.  Video Presentations : Assigning video presentations or screencasts for students to explain their problem-solving processes or share their understanding of algebra topics can allow them to express themselves visually and verbally.  Collaborative Online Projects : Engaging students in collaborative projects that require them to communicate and solve algebra-related challenges together can get them to collaborative tools like Google Docs or virtual whiteboards for group work.  Accessible Communication : To ensure that communication tools and materials are accessible to all students, including those with disabilities, I can provide transcripts or captions for videos and offer alternative means of participation for students who may struggle with traditional communication methods. less As an art teacher, an element that I would use in Engagement based on the UDL in my classroom would be involving students in activities where they are engaged in collaborative learning experiences with their peers where they share and build on each other’s ideas and achieve to work together on a shared goal. For example, I could break the students up into groups of three or four and have them solve a problem together it requires them to use their artistic skills to create an imaginative cityscape based on elements I tell them to draw (house, skyscraper, birds, etc.). The goal of the assignment in the end is for the students to show that they can work together to create a city based on their artistic skills and figure out which students are best at doing when it comes to these types of projects. For Representation based on the UDL, an element that I could try with my art class and my students would be offering ways that can reach a wider range of

learners. For example, art teachers like myself will teach students many different varieties of art which are line, shape, color, texture, and form to represent content. These varieties are extremely important in art and show great representation that it gives students a chance to try them all out before deciding which one is better suited for them. Lines and shapes are simple and easy to understand for a lot of students and from my experience, it is fun to see students come up with crazy designs just based on lines or shapes. And when they start including color in the mix, the students get more creative with their ideas of how they can do their art. For Action and Expression based on the UDL, an element that I could try with my art class and my students would be to create a project that would be a creative process that is accessible to all learners and it would be flexible and can be altered to fit an individual student’s needs. For example, one project that my students could try is to make a collage of a famous artist of their choosing. They can work in groups or individually and work on creating a well-informed collage of the famous artist they chose. They can use varieties of art such as line, shape, color, texture, and form to create an interesting collage and even use famous artists' art techniques on their project so they can further understand how their famous artists did their designs. If there was a time when I would need to have my classroom environment online, I probably have the same UDL strategies as I would in person, however, this would require more online work rather than paperwork . My students would still be engaged in the lessons, but it would be a different type of engagement that is all online and I would have to trust that they would know and understand what I am asking them to do when it comes time to do projects or assignments. less Andrew Cable posted Sep 12, 2023, 11:47 AM Subscribed The three UDL categories that I chose were recruiting interest, perception, and physical action. What recruiting interest looks like in my classroom is making sure that every one of my students comes into my classroom and is safe from bullying and other threats like that. They also will behave in a fashion that creates a distraction-free zone by setting clear boundaries and explaining and enforcing proper classroom etiquette.

The way that I am going to implement perception from the UDLs is by making sure that I have plenty of examples of the things that I am teaching for example, If I am talking about the food web of a certain predator I might show a video and supplement with pictures of different food webs. Lastly, I am going to use physical action. I am going to make sure that I have multiple options for tools like computers and iPads for the students to use. Along with those tools I am going to have different ways for students to access assistive technologies. I will make sure that each student has the option of speech-to-text or anything else they may need to be successful. less As an English teacher, three UDL elements I would apply in my classroom are, “sustaining effort & and persistence,” “language and symbols,” and “executive functions”. For engagement, to sustain effort & and persistence, I would achieve this by fostering collaboration and community in my classroom. I would offer opportunities for peer interactions as well as create clear expectations for group work and constructive feedback, for example, literature circles. For representation, through multiple media, I would achieve this by providing information in alternative means to help make a text more accessible to the students. For example, I would give the students illustrations, simulations, images, or interactive materials in addition to the written text to help deepen their understanding of it. For action and expression, executive functions, I would achieve this by helping students with appropriate goal-setting. For example, I would help students with appropriate goal-setting by posting goals, objectives, and schedules clearly in the classroom and on Canvas for all students to access at any time. Making these resources easily accessible both in and out of the classroom helps to ensure that UDL guidelines are being implemented regardless if instruction is virtual or face-to-face. Fostering collaboration during virtual instruction can be difficult, but tools like Zoom breakout rooms, discussion forums, and Google Docs can all be used as tools to help students work together, even when they are not together. less by Holly Eade

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Week 3 Discussion: UDL Contains unread posts Kimberly Lee posted Sep 12, 2023 7:52 PM Subscribed There are three components of UDL: multiple means of engagement, multiple means of representation, and multiple means of action and expression. I have chosen one element from each component of UDL to focus on in this discussion. My selections and implementation strategies are as follows: Multiple Means of Engagement: Recruiting Interest  I will incorporate student choice to recruit students' interest in my ninth- grade ELA classroom. Providing students with various choices and the freedom to select how they interact with the content will help guarantee their interest in learning. For instance, providing students with a range of literary genres (e.g., novels, poems, fantasy, historical fiction) and the autonomy of choice will ensure their interest in learning to identify and analyze themes. Multiple Means of Representation: Perception  I will use multiple modalities to present the information to ensure that the content is equally perceptible to all students. I will provide literature in print, digitally, and in various languages. Students will also have access to audiobooks, recordings, and video representations. To illustrate, “Othello” by William Shakespeare is represented in print, audiobooks, plays, and several film adaptations and has been translated into multiple languages. Several modern reinterpretations have also brought the original story's themes and characters into contemporary settings. One example is the movie “O” starring Mekhi Phifer. Providing multiple representations of the story Othello will ensure all students can explore and analyze its complex themes of race, prejudice, jealousy, and manipulation.

Multiple Means of Action & Expression: Expression and Communication  I want to remove the barriers that prevent my students from demonstrating or expressing what they know. This requires that I provide students with various choices in how they showcase their knowledge and mastery of skills. To illustrate, I will provide my students with multiple ways to demonstrate their knowledge and skill in theme analysis. They can author a written report, give an oral presentation (live or pre-recorded), create a model representation of theme development, or create digital presentations (i.e., Canva, Prezi, Google Slides). I would also collaborate with students who want to design their authentic assessments. In such a case, I would create a rubric to ensure the assessments align with intended learning outcomes. less Week 3 Discussion Jessica Bustamante posted Sep 16, 2023 12:23 AM Subscribed Previous Next This page automatically marks posts as read as you scroll. Adjust automatic marking as read setting

ENGAGEMENT Sustaining Effort & Persistence  Increase mastery-oriented feedback. To achieve this element in a middle school science classroom, I would provide my students with individualized, effective, and formative feedback at every chance I got, whether it be during discussions, when students answer verbal questions, while they work, when I’m grading homework assignments, or after assessments. I would first need to get to know my students, which I would do through observation, interaction, “getting-to-know- you” activities, parent collaboration, and by collaborating with their other teachers, including their special education teachers if applicable. By getting to know my students, I would also (hopefully) be able to build a good rapport with them and promote an environment that fosters open and effective communication. By doing this, I would be able to tailor my instructional strategies to meet the needs of my learners and provide feedback and strategies that work for each of them to improve or sustain their best efforts. For example, if I have a student that is not scoring very well on tests, but does great during discussions, on their homework, and on classwork, I will ask them privately how they felt about the latest test and let them answer freely. I would restate what they said, then ask a few questions for clarification. It could be that the questions were worded badly, or the materials weren’t covered, or that they knew the answers but were overwhelmed. I would also go over the test with them, discuss what they got wrong, and continue to ask the student for input, to help guide me on what to say or suggest next. They may know the answers to all the questions they got wrong, and if that’s the case, I would change their grade right there and then. I would continue to ask questions to try and determine what the problem might be, and what we can do about it, so that the student is able to perform better on future tests. I would also talk to their other teachers, counselors, and parents, so that the problem is out in the open and no longer a burden for the student, and so we can come up with some strategies to help that student succeed and improve in all their classes, both current and in the future. REPRESENTATION

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Perception  Offer ways of customizing the display of information To achieve this element in my classroom, if the school permits it, I use digital textbooks, as they can be adjusted and manipulated to meet the visual and linguistic needs of most (not all) students, but I would also have paper copies, and at least a few braille versions (if available), just in case. I will also find other resources, especially ones that have images, graphic organizers to reiterate, compare, or contrast certain concepts or topics, as well as video representations with captions, especially when it comes to complex concepts with multiple steps, like meiosis vs. mitosis, or the water cycle. I will have a notetaking template for each unit that students will use to take interactive, teacher-led notes during lectures and lessons, so students will have structured, organized notes that will help optimize their organization and study habits. I will also have a list of corresponding vocabulary words and key ideas (with images) that students can use as a quick reference guide when learning new terms or concepts. When I create presentations, handouts, or lectures, I will be sure to use clearly legible fonts to minimize any confusion or distractions. Along the lines of communication that I mentioned before, I will also ask for student input, often, to make sure my modes of delivery, pace, and display are working for everyone and adjust or modify as needed. ACTION & EXPRESSION Executive Functions  Enhance capacity for monitoring progress. This guideline goes hand-in-hand with the first one I talked about, as it is also about providing formative feedback, so students can continue to improve and grow. To achieve this element in my classroom, I would use student portfolios to represent and show student progress throughout the school year. I am a fan of the idea of creating and maintaining portfolios for each student because they are a great way to track and monitor progress from both the teacher’s and the student’s points of view. It also provides the framework needed to have periodic individual meetings with students, where we can sit down and discuss their

progress on anything from organization, test scores, notetaking, participation, citizenship, group projects, etc., and talk about their goals. I want this to be a student led discussion, where they would assess their own portfolios, and all I would do is guide the conversation, provide feedback, help point out where I see growth and potential if they didn’t mention it, and then help them strategize. What I love most about this idea is that it’s not comparative, and it allows students to see their own progress and come up with goals and ideas that will work for them, and that they want. When discussing students’ performances with them, it is easy to focus or get stuck on the areas that need improvement, but it is just as important to give them praise for their growth, and point out their strengths, because those can be very informative when coming up with new goals and strategies. Reply to Thread

Week 3 Response to my Student

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