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UDL principle 2 is extremely important in supporting diverse learners. I find that I try to incorporate different ways in which my students can express their understanding of learning in most of my lessons. I encourage my students to write for various reasons, but also allow them to orally demonstrate their learning to me. Often times I will alternate between test and projects as what they will produce as a summative assessment. The reason being some students get nervous when they see a test or are in a test like setting especially when the content is more difficult. I do feel as though I need to work on allowing physical interactions. I tend to give a lot of worksheets or have students copy things from the smart board. The only time they have physical interaction is when they complete homework which is done online. I can attempt to use computers occasionally for my students that may work better with electronics.

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Jaymee- UDL Principle 2: Provide Multiple Means of Action and Expression

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Jaymee- UDL Principle 2: Provide Multiple Means of Action and Expression

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Providing multiple means of action and expression is extremely important producing comprehensive lessons. In order to accurately measure a students progress, it's important we set them up for success by giving them the tools they need to demonstrate their skills. I do this in many ways by giving my students total autonomy with how they will like to do their work. Students have options to use laptops or paper. When using laptops they have an option to use the voice-to-type tool or type.When watching clips that are related to content, students have the option to use headphones or watch it as whole group. After reading the provided material on UDL Principle 2, I will explore more options and tools that will be suitable for my students and give them multiple means of action and expression.

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I am alive!! LOL
UDL Principle 2
I like this principle a lot, I really see the need for these strategies during testing. Since testing is so strict and rigid it allows me to see my students in a different light, it allows me to see the difference between having tools and options vs not having them.
Guideline 5 is something I am thinking a lot about for next year. I have read about a teacher having different colored folders for each student depending on their skill level and on how they prefer to express themselves. Also I have seen a point system used for work, students could pick different assignments (each assignment had a point value) all the assignments had to add up to a certain value. I think that is great because it allows them to choose and as a teacher you can collect a lot of personal preference data on your student.
These are both strategies I will use next year in my classroom.

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UDL Principle 2: Provide Multiple Means of Action and Expression
It is vital for a classroom environment that is diverse to have various methods in which students could demonstrate learning. Each student is my self-contained classroom is as unique as their finger prints and they have different needs. For example what I started to do in my classroom is post lesson goals. Each group of students will have different lesson goals for the same lesson and at the end one group may create a poster to show their understanding while another group may create a flyer.

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UDL Principle 2: Provide Multiple Means of Action and Expression

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UDL Principle 2: Provide Multiple Means of Action and Expression

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Principle 2 of UDL is crucial for supporting students with and without disabilities learn in the classroom. In providing various ways in which a student can demonstrate their learning, you are allowing them to work according to their learning style. I think in my classroom I allow for multiple means of action and expression seeing that all my students have different learning styles, skill sets and interests. I have several students that have trouble expressing themselves both verbally and through writing, but they are very artistic. So, I allow them to draw me a picture of what they learned, making sure they include crucial details. I have students that hate, hate, hate writing but they will sit and tell you what they have learned orally. I also bring in video as often as possible, as I find this to be the most accessible medium for all my students. While I have been good about allowing for multiple means of expression in particular contents (social studies and science specifically), I would like to extend this throughout all contents. I'm sure there's a way to incorporate this into mathematics....

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Liz Haela:                           UDL Principle 2: Provide Multiple Means of Action and Expression

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Liz Haela:                           UDL Principle 2: Provide Multiple Means of Action and Expression

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I think that I have been successful in incorporating Principle 2 into my teaching practice this year. In reference to Guideline 4, Providing Options for Physical Action, I have been successful in the ways that students are allowed to present information they have learned. In small group instruction, students will contribute to conversations verbally and show their understanding on the whiteboard as we do activities as a small group. In addition, my students are presented with step by step graphic organizers so that they can track their progress and place illustrated groups or numeric values within the spaces they are provided.  This scaffolding extends to Guideline 5, Providing options for expression and communication. When presenting information to students, I will frequently use animated Powerpoints, discuss with them a real world situation where the concept would be utilized making them the protagonist and either illustration the concept I'm teaching them via a model or providing them with a physical manipulative so that they can envision it themselves. In regards to the Expression and Communication tenet, I would like to successfully implement reteaches of lower grade level concepts into a lesson, prior to delivering the new grade level content to students to ensure that they can process through the materials successfully without faltering over a lack of assumed knowledge. In specifics to math If I could have 5 to 10 minutes to reteach how to maintain place value when working with operations and decimals, how to find a common denominator when using operations with fractions and even reteaching the  rules surrounding operations with negative and positive integers. Reteaches of concepts such as these would encourage students  to further their capabilities in grade level concepts.

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Jesthine Disla Vasquez - UDL Principle 2: Response

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Jesthine Disla Vasquez - UDL Principle 2: Response

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I have incorporated Principle 2 guidelines 4 and 5 into my practice at least once a week so far this year. As a science teacher it is beneficial for me to have my students discover concepts by physically doing. Every week I make sure I include an activity that provides options for physical action and that certain students specifically take or do not take different tasks during the experiment. We do plenty of group work and so it is not difficult to have some students do the information recording, have other students be responsible for verbally presenting, and others set up and do the experiments. Each member of the group get their credit accordingly and they all feel comfortable with their roles because they are carrying out something they can do. Although I do have students doing much more than writing (they have the option of drawing and illustrating their answers when appropriately labelled at all times), I am hoping to incorporate much more multiple media for communication options. I am hoping to in the future have them create powerpoint presentations, creating a film or video, or having them create a comic strip of a specific scientific discovery or event.

Options for executive functions, or guideline 6, is particular important as it ensures the students with disabilities are able to access and comprehend content. Most of my lessons are gradual release and scaffold all my lessons. Although I have provided my students with structure and do offer checklists and project planning and templates when we are doing specific projects, I can do more to help them become more plan-full and strategic by prompting “stop and thinks” and breaking down long-term goals. I feel like I plan for them too often and I believe that I am not giving them enough autonomy to manage their own information and monitor their own capacity. From this reflection, I plan to try to not have such a structured lesson, although students do need scaffold I feel like I am not letting them do enough planning of their own, they are not managing the information in a way that might only worked for them. I feel like we should show them how to appropriate complete a task, let them have a go at it, and then address any issues that might come up during their own planning.

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Principle 2 of UDL is extremely important for students with learning disabilities, and those without, to succeed in the classroom. The implementation of Principle 2 allows each student to express their learning in whichever way is more suitable for their learning style. In my classroom, I try to allow multiple means of action and expression. I have students who don't like writing, or just don't have the vocabulary needed to express themselves on paper. I allow these students to verbalize their learning. My students who prefer to use laptops, are allowed to, and are able to utilize the voice typing feature. I also try to incorporate gallery walks, videos, film, and pictures whenever possible. For our upcoming project, after the ELA exam, I'd like to read a story and have my students express their understanding of the story in whichever way they like, including, but not limited to, storyboards, music interpretations, videos, plays, artistic representation, and dramatic play.

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How have you incorporated Principle 2 into your practice so far this year? What are some others ways that you can try to incorporate this principle into your daily lessons?

*After you post, respond to 2 other classmates!*