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In this activity students have the opportunity to to an active role on the research of a Revolutionary War Figure. One way to create a deeper level of engagement in this unit might have been to go on a virtual field trip to the MAR, Museum of the American Revolution. On this trip students are able to view artifacts that the figure they researched engaged with and helps students to visualize what life was like during that time period.

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An interesting way for students expand on this lesson would be for fellow classmates to post video responses to their Audiobooms, using sites like FlipGriD. This would allow students to engage in a discussion about the American Revolution with their peers and pose discussion questions to one another.

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The American Revolution...It's like we were there!

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The American Revolution...It's like we were there!

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Our group explored the activity The American Revolution...It's like we were there! This activity is an interactive and alternative form of assessment of student knowledge on the American Revolution. This teacher chose an assessment method in which technology was integrated and students took an active role in learning and researching.

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As students learn about history teachers often test knowledge through discussions and quizzes. How about using technology tools to demonstrate what they've learned? This year in Ms. Malhiot's classroom students became very comfortable using PicCollage and Audioboom to demonstrate learning. Following are some great examples of their knowledge of the American Revolution. Look closely at the PicCollages...students embedded themselves in various scenes!

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The American Revolution...It's Like We Were There!

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As students learn about history teachers often test knowledge through discussions and quizzes. How about using technology tools to demonstr...

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In this activity, students demonstrated their knowledge on The American Revolution using PicCollage and Audioboom. In this activity, students embedded themselves into American Revolution themed photo collages and recorded information they learned on Audioboom. They summarized events that happened and explained the roles of important figures. This gave students an active role in explaining the event and helped students place themselves in the perspective of the colonists during the time period.

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-Pic Collage: Students insert themselves in historical imagery.

-Audioboom: Students made voice recordings explaining terms and events in their own words.

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+: Provides multiple means of expression (image/sound)

+: Provides multiple means of engagement by developing self-regulation

+: Illustrates through multiple media

-: Incorporate opportunities for physical activity -- option to perform a skit?

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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This activity is student centered because students take an active role in researching and recording their thoughts and findings on the American Revolution. Furthermore, the students are designing the presentation themselves by immersing themselves in the time period. This provides students with engagement as they place themselves in the collages alongside photos and symbols of the American Revolution and helps them connect to the content personally. Students also may have worked collaboratively in this project.

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Some suggestions for improving on student's active role could include having students also add how they connect to the American Revolution. This could create a link between embedding themselves in the collage and recording a summary of an event. For example, students could record a summary and then discuss how the Declaration of Independence affects them or how they would feel as one of the original people who signed the declaration. Another suggestion may be to add some problem based learning. For example, before researching what happened during the American revolution, students could come up with ideas to combat unfair rules in the school or in society. Students could then work in groups to find ways to protest or solve the problems then compare their thoughts to the thoughts of figures during the American Revolution.