UDL Action and Expression

I read an article called "Using Flexible Participation in Technology-Supported, Universally Designed Preschool Activities," by Howard P. Parette, Jr. and Craig Bloom. While this article speaks to using UDL in a preschool setting, the concepts are still the same. I also think it is worth noting that if we can teach UDL in a preschool to young children, then why are we so hesitant to teach this to high school students? The research shows that children thrive when they can show how they learn in a more creative, individualistic way. Students tend to engage more when they can communicate in different ways. The article discusses how "using technology can include modes of communication used by children . . . to present understanding" (61). The students are able to use the different methods of expression to convey their understanding of material. They are also able to take initiative in their own education. The research seems very positive and encouraging regarding this topic.

In my own classroom, I love the idea of using technology to express learning a different way, as well as being able to use technology to take action in their own learning. I think that students being able to take advantage of their own learning and feel empowered in the classroom is such a valuable thing. I want the students to learn what tools are available to them to further their own learning. I think it would be valuable to let students choose whenever possible. I think that letting students choose book groups every once in awhile, pick assessment options, and learning tools. Implementing this in my classroom will need to happen at the beginning of the year, so that we can get all the exposure we can. Not letting students know what is available to them isn't doing my job.

Hopefully, this will help my students understand what is available to them in action and expression. Each student will be able to learn the different resources that are available, so they can learn  the best they can. Expressing themselves in different ways will hopefully spark interest and creativity. If students feel like they are being recognized as people, and what they are doing is relevant to real life, then they will feel more empowered, and learning can be more exciting.

My goals in implementing this in my classroom are that students will be able to learn how they can express themselves and be able to learn how to critically think in different ways other than just traditional tests and essays. Learning that there are other learning tools available to them that they can use even after they leave my classroom is so important. I also have the goal of helping students learn that taking action for their own education is one of the best things that you can do,

As I've been mentioning throughout this blog post, empowered learners understand how to help themselves learn. They know the tools that are available to them, and how to use them. I also want learners to learn that they can take control of their education.

Parette, Jr., Howard P.; Blum, Craig. Teaching Exceptional Children.Jan/Feb2014, Vol. 46 Issue 3, p60-67. 8p. , Database: Professional Development Collection

UDL

     The research surrounding UDL seems to be very positive. In a study done in Canada with some teachers in the United States, they looked specifically at kids with intellectual disabilities (ID), and how UDL affected them. They used two ideas in UDL, representation and engagement in order to see how learning developed with this specific group of students. They looked at these students in an inclusion setting, and implemented UDL techniques in order to help them learn. Some of the benefits that were listed in how UDL has a positive impact are, "challenging behavior may be reduced if student learning needs are met. Second, maximizing students' individual learning strengths creates independent learners. Third, incorporating many techniques (i.e., multiple means) into lessons increases accessibility for all learners thereby creating a learning atmosphere of engagement and confidence" (Lowrey 226).
   
     UDL can be effectively implemented in my classroom through many ways. In English, reading levels are very important. Not every learner is at the same reading level. Many are reading above grade level, many below, and many right on. In order to be able to allow all the student's learning, reading levels need to taken into account. As a teacher, I can find material that works on every student's reading level. An example of this is giving scholarly articles, newspaper articles, plays, novels, and poems as reading material. I can't expect the student's to be able to really understand all the material if I never break it down, or help them learn to read different genres. I also will use UDL in my classroom through technology. Technology is helpful  because it allows for multimedia presentations to supplement the text.

     Using this idea in my classroom will help my students learn how to be independent learners. If I can give them some tools to help them access learning, then when they leave my classroom, they will be able to continue to learn and contribute to the world. I also hope that this will help my students find learning and reading fun. I want my students to know that they can succeed, and this can only happen if they feel like what they are doing is important. Showing them how to learn, will help them understand how learning happens and that they are a critical part of learning.

     My goals and vision for learners regarding UDL implementation in my classroom is to help students learn. I want to continue to learn different ways to help my students learn. If I am not up on learning how to help my students learn, then I am not being an effective teacher. Each student learns differently, and technology is constantly being produced that can reach each kind of learner. I want to make sure I am empowering my students and providing them with the resources they need to become effective learners.

Lowrey, K. Alisa, et al. "More Than One Way: Stories of UDL and Inclusive Classrooms." Research and Practice for Persons with Severe Disabilities, vol. 42, no. 4, n.d., pp. 225-242. EBSCOhost, ezproxy.uvu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000415060200002&site=eds-live.

Digital Citizenship

     In the article, "Development of Youth Digital Citizenship Scale and Implication for Educational Setting," a study is conducted and analyzed about how adolescents use media and what digital citizenship means. They define digital citizenship as, "the process of preparing students for life in a world full of abundant skills" (Choi, Kim 156).  This specific study shows that the standards that are in place to implement digital citizenship are too vague and broad. Teachers aren't able to facilitate proper discussion because the standards are so broad and they don't have clear criteria. The article also discusses their model, S.A.F.E. as a way to teach digital citizenship. This means that they focus on self-identity, activity, fluency in tools, and ethics in the environment. This seems to be the solution to the vagueness of the digital citizenship standards. 

     I think this can be integrated effectively in my teaching through the development of conversation. Helping the students understand what is available to them online, and what it means to be responsible. I don't want to just use fear tactics when discussing the internet, I want them to know that it is a resource. I think I can implement the model from the article when developing lessons that fit under those topics. I think that in order to really teach digital citizenship in my content area, I will focus more on the tools and ethics that exist in the online community. There are so many tools that can be used to succeed in school, and I want to be able to expose my students to them. I will focus mostly on ethics when it comes to rules of creative ownership and copyright. I do see the first two aspects, self-identity and activity, to be key as well, and will integrate those into my teaching as I see fit. 

 

     My goals for teaching digital citizenship in a secondary classroom really lie in making sure the students are being responsible for their footprint online, and that they aren't afraid of the internet. I think sometimes parents are so afraid of what could go on during an online interaction that in order to help the student see the value in the internet they may need outside help. My goal is to give them this. These will hopefully help my students understand how to contribute to the online world in more positive ways than viewing millions of cat videos. I also hope that if they do go on to college, they will be able to use online tools effectively. This shapes my vision for empowered learning because I want each student to leave my class feeling like they learned how to read and write better, but also know how to be a responsible adult that knows something outside of mainstream academia when they leave high school. 

Minjeong, Kim and Dongyeon Choi. "Development of Youth Digital Citizenship Scale and Implication for Educational Setting." Journal of Educational Technology & Society, vol. 21, no. 1, Jan 2018, pp. 155-171. EBSCOhost, ezproxy.uvu.edu/login?url=http://search.ebscohost.com/login.aspx.