Blog Week 5

 In "Universal Design for Learning: Guidelines for Accessible Online Instruction" by Rogers-Shaw, Carr-Chellman, and Choi, they discuss how the Universal Design for Learning (UDL) can be used in more equitable and accessible ways. This model helps the students to assess what method of inquiry and learning will be most beneficial to them. They are able to learn in a way that works for their unique backgrounds and experiences. The UDL process is all about differentiation, and seeing students on an even playing field with many options for growth. Teachers designing through UDL should make sure that there are environments for each learner to be successful. If they have individualized needs or accommodations, those should be made readily accessible. Students should also be able to express themselves culturally as part of their education. When designing a course using these principles, teachers should think about all of the different methods of learning and give the students options. For example, in the article they reference choosing many different texts that help students of different reading experiences, interests, and cultures. UDL takes the focus of school and shifts it to the learner. By clear communication from the teacher, the learner will be successful.

In my lesson, I will utilize this by allowing the students multiple options for success. Depending on the student, they might complete the assignment in different ways. Some might be more successful with organizing pictures on the internet. Some might be more comfortable with drawing out their vision. I have also had students who do prefer to write out their answers. I will make sure students know that as long as they come up with a cohesive final vision, the process and medium are not important to the project. While we are reading the play, if there are students who read better with accommodations or by listening, I will provide opportunities and spaces for that.

In the CAST guidelines, one of the strategies recommended is that of providing options for expression and communication. This involves using multiple forms of media and providing scaffolded support. Students have the options of support, and in the initial slide I give them as an example, the assignment is broken down one step at a time. They are able to use their media to successfully complete one single task, instead of being bogged down by the whole project.

Another CAST strategy that is recommended is that of perception. This includes having course materials available in multiple formats. Previous to this lesson, I have exposed my students to the media through both text, audio, and video presentation. While working on this assignment, students are able to access any of those formats. I also have options for students to experiment with and display their information. Even though they are looking at a play that takes place in the 1920s, I encourage them to look beyond that with their costume designs to demonstrate how other cultures and artistic ideals can be incorporated into the designs. Through these experiences, the learners will be equipped to represent themselves the most fully.

References

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for             Accessible Online Instruction. Adult Learning, 29(1), 20-31.

The UDL guidelines. UDL. (2022, September 2). Retrieved April 12, 2023, from https://udlguidelines.cast.org/?lutm_medium=web