Multiple Means of Action and Expression

Audio Transcript Auto-generated

• 00:02 - 00:02

  Hi, everyone.

• 00:03 - 00:05

  So my last name starts with N, so I'll be

• 00:05 - 00:08

  doing the multiple means of action and expression.

• 00:10 - 00:12

  So the checkpoint that I'm going to focus on is

• 00:13 - 00:19

  Checkpoint 5.1, which is providing options for communication and expression,

• 00:19 - 00:22

  using multiple media for communication.

• 00:23 - 00:28

  So some of the key considerations were composing in multiple

• 00:28 - 00:33

  media, which is text speech, drawing, design, film, music, sculpture

• 00:35 - 00:35

  and others.

• 00:36 - 00:40

  And this can also have the use of physical, manipulative

• 00:41 - 00:45

  like blocks or three D models on like three D

• 00:45 - 00:47

  models. Could be, I believe it could also be like

• 00:47 - 00:48

  printed three D models.

• 00:49 - 00:52

  And, um, it could be using, like, programs like roadblocks

• 00:53 - 00:56

  or, um, Minecraft.

• 00:57 - 01:02

  Mhm. So other considerations are multimedia.

• 01:03 - 01:08

  Such a ZX speech, comics, text, storyboards, film, music, visual

• 01:08 - 01:09

  art and video.

• 01:10 - 01:15

  Ah, nde, these types of models air used for problem

• 01:16 - 01:18

  solving with using a variety of different strategies.

• 01:25 - 01:26

  So what is expression in action?

• 01:27 - 01:31

  Expression and action is allowing learners to express what they

• 01:31 - 01:33

  know about a topic in multiple different ways.

• 01:34 - 01:35

  And why is it important?

• 01:37 - 01:40

  Um, for one, it can assist those with movement impairments.

• 01:41 - 01:43

  It can also assist those who struggle with strategy and

• 01:43 - 01:47

  organization, and it can aid those who have language barriers.

• 01:48 - 01:54

  So giving a student something that they can, um, a

• 01:54 - 01:58

  different type of manipulative was will show teachers what they

• 01:58 - 02:04

  know without actually using verbal or written um, aides for

• 02:04 - 02:12

  them. Strategy.

• 02:13 - 02:16

  So using physical, manipulative to teach students about math, mathematics

• 02:17 - 02:20

  or science is, um, one of the things that I

• 02:20 - 02:24

  like is I like using three D models and three

• 02:24 - 02:26

  D models or digital representation of physical objects.

• 02:27 - 02:33

  UM, teaching students about area height volume Teachers can use

• 02:33 - 02:35

  three D models to teach students how to properly measure

• 02:36 - 02:37

  these types of objects.

• 02:38 - 02:42

  Um, three D models can also teach students about building

• 02:42 - 02:45

  materials and their importance.

• 02:45 - 02:48

  And if the materials aren't strong enough, it may not

• 02:48 - 02:51

  be sustainable, so students can learn what happens when the

• 02:51 - 02:51

  materials aren't sustainable.

• 02:53 - 02:58

  If, um, the building is in structurally sound, it will

• 02:58 - 03:03

  collapse. So teaching students the importance of those materials will

• 03:04 - 03:07

  help them with their problem solving skills and working together

• 03:08 - 03:11

  to build something that is more sustainable.

• 03:12 - 03:16

  And we'll have probably more, more life.

• 03:18 - 03:20

  Yeah, probably like more lifelike longevity.

• 03:21 - 03:21

  It won't fall.

• 03:24 - 03:27

  So how this works for students, three D miles can

• 03:28 - 03:29

  assist students with understanding, problem solving skills.

• 03:30 - 03:33

  Thes teach students multiple different ways in which they can

• 03:33 - 03:36

  solve a problem by using different materials.

• 03:37 - 03:44

  Different tools finding different ways in which to place the

• 03:45 - 03:50

  building. Um, it's shape its size, how wide it is.

• 03:50 - 03:53

  Students can also learn to use creativity, developing new school

• 03:54 - 03:59

  school skills, using technology as well as building their communication

• 04:00 - 04:01

  skills and their team building skills.

• 04:02 - 04:06

  So they're relying on one another to complete a project.

• 04:07 - 04:10

  They're asking each other for feedback on their accepting that

• 04:11 - 04:15

  feedback on dhe using it to test the theory of

• 04:15 - 04:25

  how they're building will will stand using this now and

• 04:25 - 04:25

  in the future.

• 04:26 - 04:29

  Using three D models and other types of manipulative will

• 04:29 - 04:31

  be effective in my classroom now in the future because

• 04:31 - 04:34

  it promotes model based teaching, where the teacher is showing

• 04:34 - 04:37

  students an example and allowing students to visually see what

• 04:37 - 04:39

  the teacher is referring to when explaining particular details.

• 04:41 - 04:43

  In one class session that we've had recently within the

• 04:43 - 04:47

  last few weeks, my classroom teacher discussed how certain materials

• 04:47 - 04:52

  will affect how sustainable building is, and one example he

• 04:52 - 04:54

  used a house of cards and a tower of J

• 04:55 - 04:55

  Mingo blocks.

• 04:56 - 05:01

  And he took a card away from the the the

• 05:01 - 05:03

  House of Cards and the structure fell.

• 05:04 - 05:08

  But when he moved a block away from the stack

• 05:08 - 05:10

  of Jenga blocks, the structure still stood.

• 05:11 - 05:12

  It wobbled a little bit, but it still stood.

• 05:12 - 05:15

  So this is an example of how material can affect

• 05:15 - 05:19

  structure and how it can be used in multiple different

• 05:20 - 05:24

  scenarios, because he actually ended up referencing we're talking about,

• 05:25 - 05:30

  like would and how would was different from paper but

• 05:30 - 05:33

  how they were made from the same compound on because

• 05:33 - 05:37

  you need wood to make paper and he related it

• 05:37 - 05:41

  toe life and how certain decisions that you make in

• 05:41 - 05:45

  life will affect you and affect the foundation, um, of

• 05:47 - 05:47

  future decisions.

• 05:48 - 05:50

  And it could also be related to math and science

• 05:51 - 05:53

  as well, because he ended up doing another example on

• 05:53 - 05:56

  that. So I found that to be really interesting because

• 05:56 - 06:00

  he was able to take one topic and related in

• 06:01 - 06:03

  several different ways to the kids, and they were able

• 06:03 - 06:05

  to understand it, and they really enjoyed it, so that

• 06:06 - 06:06

  made it even better.

• 06:14 - 06:17

  And these air the references that I used and that's

• 06:18 - 06:18

  my presentation.

• 06:19 - 06:20

  Thank you