Provide Multiple Means of Action and Expression

.

Conclusion:

References

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• http://www.udlcenter.org/aboutudl/udlguidelines/principle2#principle2_g5
• https://udlhcpss.files.wordpress.com/2012/05/udl.png
• http://www.udlcenter.org/sites/udlcenter.org/files/ataglance.jpg
• http://universal-design-4-learning.wikispaces.com/file/view/udl_group.png/242457455/udl_group.png
• Nelson, L. L. (2014). Design and Deliver: Planning and teaching using universal design for learning. Baltimore, MD: Paul H. Brookes Publishing Co.
• National Center for Universal Design for Learning, 2012, retrieved on October 3 2016, from http://www.udlcenter.org/implementation/examples/examples5_1
• Math, Manipulatives and Model-Drawing, YouTube, 2012, retrieved on October 3, 2016
• http://www.udlcenter.org/aboutudl/udlguidelines/principle2

Checkpoint 5.2

Examples

High Tech

•Provide spellcheckers, grammar checkers

•Provide Text-To-Speech software (voice recognition), recorders

•Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

Low Tech

•Provide sentence starters or sentence strips

•Provide virtual or concrete mathematics manipulatives such as base-10 blocks, algebra blocks

Checkpoint 5.2

Use Multiple Tools for Construction and Composition

In the classroom, students should not be limited to the traditional tools. Current media tools provide flexibility which allows students to successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool such as learning to draw with a compass, students should be able to access alternatives. Like any craftsman, students should learn to use tools that are the best fit between their abilities and the demands of the task.

Checkpoint 5.1

Examples

Students solving a problem with manipulatives

Checkpoint 5.1

Examples

Checkpoint 5.1

Using Multiple Media for Communication

Provide Multiple Means of Action and Expression

• iCreate to Educate- stop-motion animation as a learning tool, providing hands-on workshops and curricular enhancements with SAM Animation.
• VoiceThread- VoiceThread is audiovisual tool for sharing and commenting on images or video files. Use VoiceThread in the classroom to comment on student work or discuss an image or video
• Glogster- Allows students to create "interactive posters" to communicate ideas. Students can embedded media links, sound, and video, and then share their posters with friends.
• Book Builder-Students can create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills
• Other tools- Math manipulatives, dance, sculpture, and art.

Learning to communicate through writing is very demanding on a student. There are benefits of offering alternative media for expression for all students. The advantages of using a range of different types of media – including word-processing, audio recording, video or film, multimedia, images, drawing, animation, graphics – are that building fluency with a wider range of options helps prepare students better for the communication skills they will need in the world now with new technology, and provides valuable alternatives for those students who have persistent difficulties in written expression.

Provide Options for Expression and Communication

• Importance of Expression and Communication
• Provides the student with a means of communicating what they know in an engaging fashion (Prezi, Dance, and Plays).
• Providing the student with different medias of showing their understanding of a lesson, it can be with tests with paper and pencil, computer assessments, power points and poster boards.
• It is also a means for the teacher to have a means of assessment
• (Nelson, 2014)

There is no medium of expression that is equally suited for all learners or for all kinds of communication.  On the contrary, there are media, which seem poorly suited for some kinds of expression, and for some kinds of learning.  While a learner with dyslexia may excel at story-telling in conversation, he may falter when telling that same story in writing.  It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.

Checkpoint 5.3

Examples

High Tech

CAST Strategy Tutor

Book Builder

UDL Editions by CAST

Low Tech

Worksheets

Pencil

By: Katie, Jordan, Emily P, Sue, Emily D, and Greicy

Checkpoint 5.3

Build Fluencies with Graduated Levels of Support for Practice and Performance

Learners must develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.). This means that they often need multiple scaffolds to assist them as they practice and develop independence. Curricula should offer alternatives in the degrees of freedom available, with highly scaffolded and supported opportunities provided for some and wide degrees of freedom for others who are ready for independence. Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners’ fluencies.