July 3 Class Reflection

A definition of Universal Design for Learning (UDL) from cast.org

In class today we took an in-depth look at the 3 guiding principles of Universal Design for Learning (UDL).

Principle l  Engagement – the “why” of learning (interest, effort, self-regulation)

Principle ll  Action and Expression - the “how” of learning (physical action, communication, executive function, "show what you know")

Principle lll  Representation – the “what” of learning (perception, symbols, comprehension)

We worked in pairs and created infographics to present and explain each of the principles.

Gavin and I used the apps Pages, Drawing Desk and PicCollage to show Pinciple ll - Action and Expression.

Infograhics are a limitless way to visually show information. 

Our class used Twitter to engage in back channel discussions about UDL, it’s three principles and infographics. A great way to engage and give timely feedback.

  

Our next activity was to use a means of UDL (spoken, written, visual, or performance) to show what we had researched and learned about executive function, it’s key researchers and its’ importance in learning reading and writing skills.

My group was asked to research and show what we had learned in a written form. Sarah, Gavin and I chose to create a newsletter.

Today I have learned ...

How executive functioning effects READING …

When a student is reading, they need executive functioning skills to access their working memory to recall key points that were read. A student with executive dysfunction may have difficulty recalling what they have just read. They may also have difficulty regulating their alertness – staying attentive to what they are reading for a sustained period of time. Executive functioning skills are necessary for fluency. Students with executive dysfunction may have difficulty phrasing and finding the rhythm of reading.

How executive functioning effects WRITING …

When a student is writing, they need executive functioning skills to know how to and where to begin writing. Organization skills are essential to the writing process. A student with executive dysfunction may have difficulty using pre-writing tools like graphic organizers. They may not prioritize their ideas effectively and may write too much about things of lesser importance and not focus in on the main topic and ideas. Students with executive dysfunction may also have difficulty with sequencing. Ideas may be presented in a disorganized order.