technology toolbelt
Why use UDL in the classroom?
How can digital technologies be used to provide multiple means of engagement for students?
(The WHY of learning: providing students with context)
Setting the stage for a positive learning experience includes setting up a student at the outset with the attitude and tools that they will need in order to be successful in learning. Classroom teachers know that a “hook” at the beginning of their lesson will increase the “buy in” of their students, but using a UDL oriented “hook” will create even more enthusiasm and participation in learning. Activating a student’s thinking is important to their engagement in a lesson. Students need to care about what they are learning and see the relevance of the content. Learning is hard work and stimulating interest will aid in motivation. Not all students will find the same thing motivating which is why presenting information in a variety of ways is crucial.
Some students need to have tools for self-regulation available to them throughout the learning process. Allowing students the use of such tools will enhance a student’s belief in themselves and their abilities because they will have what they need in order to stay on task. Examples of multimedia tools that could be used to support self-regulation include models, visualizations, reflective blogging, simulations, and guiding feedback. Videos, images, audio, text and any combination of these things could help a student. Of course, the more fun involved in a task, the more engaging is it. However, not all people find the same things enjoyable and this is why offering choices is so important. Students also need to have tools that build perseverance so that they can keep trying even though their efforts may not be going as planned. Providing a variety of multimedia resources can allow students autonomy in the sense that they are choosing what they think will allow them to be successful. It is also important to realize that with diversity in a classroom the expectations that teachers have of students need to be varied to reflect this.
Not all students are arriving to class with the same set of abilities or experiences so it would be unfair to expect them all to achieve the same goal. There needs to be variance in goals so that students may experience growth and learning that is meaningful to where they are in terms of abilities, strengths, and weaknesses. Helping students to re-assess and adjust their planning when needed is helpful so that students don’t “shut down” due to lack of success. Video games like “Compar-O-tron” allow students to change levels at any time. This is helpful because it allows students to take chances in learning with no measurable consequences if they are unsuccessful. If a child tries a level that is too difficult for them, they can simply choose to move back to a level that is more suited to their abilities and needs. Many online tools allow students to track their progress which can be encouraging in addition to illustrating a clear picture of where a student is at in terms of progress and completion. For example, it could be helpful for a student to track his/her completion in terms of percentages. It could be more meaningful and encouraging for some students to see their progress in terms of percentages. This can be motivating and certainly more meaningful than staring at my textbook or pile of papers knowing that I have not completed all of the sections. Multimedia tools also benefit students by offering them timely feedback as opposed to simply labeling an answer as incorrect. If students are working using an online math resource they can see the processes of solving an incorrect equation highlighted. In other words, students don’t need to complete an entire assignment incorrectly and then wait for the teacher to mark it in order to get feedback. Immediate feedback gives students an opportunity to be resilient. Ideally students will gain knowledge through this rapid feedback process and apply this knowledge to the next math question in the series they are working on. This type of feedback aids in student mastery of concepts.
How can digital technologies be used to provide multiple means of representation for students?
(The WHAT of learning)
Once students are interested in a subject and know why they are learning it, the UDL teacher must follow up with a variety of tools to support the student’s learning. Multimedia tools can enhance a student’s understanding of concepts. There is nothing more discouraging for a student to view a diagram and text in their books and summarize that this is their only means for understanding the content. Even if a student is thrilled with the idea of learning about volcanoes, they may not be the least bit interested if they are learning via the wrong mode. Incorporating youtube clips is one really easy way that teachers can support students in a UDL classroom. Youtube offers a variety of animations, slideshows, images, music, and videos that cater to a variety of levels, interests, and learning styles; there really is something for everybody! Other web-based tools that support students in their means of representation include 60 second recap, Sparknotes, Cliffnotes, Smoop, Storyonline, Lit2Go, TedEd, Mobento, Big Think, How stuff works, and Learn 360. Encouraging students to independently seek out alternative representations of content using web-based tools can allow them to search for an explanation that makes sense to them. Online visual dictionaries, mathematics tools and applications, and text to speech tools are other examples of technologies that can be used to enhance the understanding of concepts. Online grammar tools can be used to illustrate lessons in language and online dictionaries can be used quickly and easily to provide students with definitions and/or images. “Vu bar” can be used to assist students in reading text online. Using “readability” technology can help to de-clutter a webpage which will make it easier for some students to process.
Offering students the use of technology supports the decoding process which can hold students back from both engaging and understanding material. Students can use tools to seek clarification on ideas or concepts so that they can proceed with confidence. When students are presented with abstract concepts such as algebra they can use online math tools that will illustrate the concept to them. In the classroom, I have drawn weight scales on the board to illustrate that 2 algebraic equations are equivalent; there are online tools that use this same approach. By allowing students to use technology independently they are able to take ownership of the learning process and make it their own. Only that individual student knows what concepts he/she needs for further clarification on a subject. Online tools also allow students the opportunity for experimentation and this can also contribute to their understanding of concepts. Sometimes students may have a decent understanding of a concept, but allowing the freedom to manipulate via technology can reinforce ideas learned or clarify any concepts that were unclear.
How can digital technologies be used to provide multiple means of expression and action for students?
(The HOW of learning)
Once students are interested and engaged in the learning process, the UDL classroom still has more to offer in terms of support. Learning needs to be ongoing and productive for all students and this process requires support. Technology can assist students by supporting them in their executive functioning. Students may need support in identifying a learning goal and technology can used to assist this. Online math or spelling programs often track student progress and achievement which can illustrate to students what they need to work on and what they have mastered. Furthermore, once a student has identified a learning goal, they may not necessarily know the steps needed to achieve this goal. Many math, spelling, and reading tools are based on a linear model that gradually increases difficulty as is appropriate. Students are often presented with positive reinforcements throughout the course of their participation in tech programs. Some programs also allow students to select the level that they feel suits them best and move these levels as they see fit. Digital technologies can also help students show learning in the way that is most meaningful to them.
Students can use a variety of voice to text technologies, imovie, glogsteredu, animoto to illustrate their learning. Some students need to demonstrate their learning in a hands-on way which can be in the form of a video recording. Some students may prefer to create a poster using glogsteredu. Some students may wish to showcase their learning via audio with the use of an animoto avatar. Giving students a wide range of tools that can be used to compose and summarize their learning will maximize the student’s success in the classroom.
How can digital technologies be used to provide multiple means of engagement for students?
(The WHY of learning: providing students with context)
Setting the stage for a positive learning experience includes setting up a student at the outset with the attitude and tools that they will need in order to be successful in learning. Classroom teachers know that a “hook” at the beginning of their lesson will increase the “buy in” of their students, but using a UDL oriented “hook” will create even more enthusiasm and participation in learning. Activating a student’s thinking is important to their engagement in a lesson. Students need to care about what they are learning and see the relevance of the content. Learning is hard work and stimulating interest will aid in motivation. Not all students will find the same thing motivating which is why presenting information in a variety of ways is crucial.
Some students need to have tools for self-regulation available to them throughout the learning process. Allowing students the use of such tools will enhance a student’s belief in themselves and their abilities because they will have what they need in order to stay on task. Examples of multimedia tools that could be used to support self-regulation include models, visualizations, reflective blogging, simulations, and guiding feedback. Videos, images, audio, text and any combination of these things could help a student. Of course, the more fun involved in a task, the more engaging is it. However, not all people find the same things enjoyable and this is why offering choices is so important. Students also need to have tools that build perseverance so that they can keep trying even though their efforts may not be going as planned. Providing a variety of multimedia resources can allow students autonomy in the sense that they are choosing what they think will allow them to be successful. It is also important to realize that with diversity in a classroom the expectations that teachers have of students need to be varied to reflect this.
Not all students are arriving to class with the same set of abilities or experiences so it would be unfair to expect them all to achieve the same goal. There needs to be variance in goals so that students may experience growth and learning that is meaningful to where they are in terms of abilities, strengths, and weaknesses. Helping students to re-assess and adjust their planning when needed is helpful so that students don’t “shut down” due to lack of success. Video games like “Compar-O-tron” allow students to change levels at any time. This is helpful because it allows students to take chances in learning with no measurable consequences if they are unsuccessful. If a child tries a level that is too difficult for them, they can simply choose to move back to a level that is more suited to their abilities and needs. Many online tools allow students to track their progress which can be encouraging in addition to illustrating a clear picture of where a student is at in terms of progress and completion. For example, it could be helpful for a student to track his/her completion in terms of percentages. It could be more meaningful and encouraging for some students to see their progress in terms of percentages. This can be motivating and certainly more meaningful than staring at my textbook or pile of papers knowing that I have not completed all of the sections. Multimedia tools also benefit students by offering them timely feedback as opposed to simply labeling an answer as incorrect. If students are working using an online math resource they can see the processes of solving an incorrect equation highlighted. In other words, students don’t need to complete an entire assignment incorrectly and then wait for the teacher to mark it in order to get feedback. Immediate feedback gives students an opportunity to be resilient. Ideally students will gain knowledge through this rapid feedback process and apply this knowledge to the next math question in the series they are working on. This type of feedback aids in student mastery of concepts.
How can digital technologies be used to provide multiple means of representation for students?
(The WHAT of learning)
Once students are interested in a subject and know why they are learning it, the UDL teacher must follow up with a variety of tools to support the student’s learning. Multimedia tools can enhance a student’s understanding of concepts. There is nothing more discouraging for a student to view a diagram and text in their books and summarize that this is their only means for understanding the content. Even if a student is thrilled with the idea of learning about volcanoes, they may not be the least bit interested if they are learning via the wrong mode. Incorporating youtube clips is one really easy way that teachers can support students in a UDL classroom. Youtube offers a variety of animations, slideshows, images, music, and videos that cater to a variety of levels, interests, and learning styles; there really is something for everybody! Other web-based tools that support students in their means of representation include 60 second recap, Sparknotes, Cliffnotes, Smoop, Storyonline, Lit2Go, TedEd, Mobento, Big Think, How stuff works, and Learn 360. Encouraging students to independently seek out alternative representations of content using web-based tools can allow them to search for an explanation that makes sense to them. Online visual dictionaries, mathematics tools and applications, and text to speech tools are other examples of technologies that can be used to enhance the understanding of concepts. Online grammar tools can be used to illustrate lessons in language and online dictionaries can be used quickly and easily to provide students with definitions and/or images. “Vu bar” can be used to assist students in reading text online. Using “readability” technology can help to de-clutter a webpage which will make it easier for some students to process.
Offering students the use of technology supports the decoding process which can hold students back from both engaging and understanding material. Students can use tools to seek clarification on ideas or concepts so that they can proceed with confidence. When students are presented with abstract concepts such as algebra they can use online math tools that will illustrate the concept to them. In the classroom, I have drawn weight scales on the board to illustrate that 2 algebraic equations are equivalent; there are online tools that use this same approach. By allowing students to use technology independently they are able to take ownership of the learning process and make it their own. Only that individual student knows what concepts he/she needs for further clarification on a subject. Online tools also allow students the opportunity for experimentation and this can also contribute to their understanding of concepts. Sometimes students may have a decent understanding of a concept, but allowing the freedom to manipulate via technology can reinforce ideas learned or clarify any concepts that were unclear.
How can digital technologies be used to provide multiple means of expression and action for students?
(The HOW of learning)
Once students are interested and engaged in the learning process, the UDL classroom still has more to offer in terms of support. Learning needs to be ongoing and productive for all students and this process requires support. Technology can assist students by supporting them in their executive functioning. Students may need support in identifying a learning goal and technology can used to assist this. Online math or spelling programs often track student progress and achievement which can illustrate to students what they need to work on and what they have mastered. Furthermore, once a student has identified a learning goal, they may not necessarily know the steps needed to achieve this goal. Many math, spelling, and reading tools are based on a linear model that gradually increases difficulty as is appropriate. Students are often presented with positive reinforcements throughout the course of their participation in tech programs. Some programs also allow students to select the level that they feel suits them best and move these levels as they see fit. Digital technologies can also help students show learning in the way that is most meaningful to them.
Students can use a variety of voice to text technologies, imovie, glogsteredu, animoto to illustrate their learning. Some students need to demonstrate their learning in a hands-on way which can be in the form of a video recording. Some students may prefer to create a poster using glogsteredu. Some students may wish to showcase their learning via audio with the use of an animoto avatar. Giving students a wide range of tools that can be used to compose and summarize their learning will maximize the student’s success in the classroom.