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This is a fun and engaging way to get students to talk in a group. I had to think how my words fit with the other's and be able to communicate my ideas. This is a great way to review learned concepts and vocabulary. I would like to use this in my science classes to go over content language. I could also see my self using this in my advisory class as an ice-breaker.

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Choice is connected to tools, digital, universal, design, representation, and collaboration. This shows how important choice is in universal design learning. When students are given the opportunity to make choices in their learning activities engagement will increase. I look forward to using hexagonal thinking activity with my second grade students. Maybe I can use this the first week of school with the character traits that describe Little Flap, but begin first with the character traits that describe Flash from the Incredibles.

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We began with the term tools which became our center point. From this we added a variety of tools such as audio, video, and paper. Paper lends itself to a product, text, could be digital and allows an abundance of material. Collaboration is essential in it helps engage students, however it does need to have a purpose thus providing for expression and goal setting is also essential for success. Design can be developed via video, audio and a representation of a concept, plus it allows students to have ownership of their work.

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Our table's hexagonal creation was a great collaborative effort. If I remember correctly, we started with purpose and each added words from our piles based on our interpretations. We discussed different tools and strategies for providing different learning experiences for students. We followed our train of thought. I could see myself using this.

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The word we started our Hexagonal Thinking Map with was "choice", because we felt most other terms could easily be built out around choice. We initially connected "autonomy" to choice because the choices available through UDL instruction provide the students with additional autonomy. We then connected "tools" to choice, because the UDL format provides many avenues for choice of which tool to use to complete an assignment. "Digital" and "paper" are both words we connected to tools, as they're different veins of tools students may choose to use.

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Engagement was a central hexagon. Tools was another that had many connections. Examples being paper, audio and video Choice was central to ownership, goal-setting, collaboration, and action & expression.

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We discussed how many of the words could go in different positions. For instance, Goal setting had purpose, ownership, and many others. Choice has ownership and engagement attached and Autonomy.

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In our hexagonal map we connected goal setting with purpose, choice, universal, ownership, and products. We understand that when setting a goal there must be a purpose. In UDL choice is always important to the student. It can create deeper learning of the material and a product which has ownership and meaning.

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I could see these hexagons being arranged in an infinite number of ways. Each word has a connection to all of the other words in one way or another. I think the key terms (e.g. universal, engagement, collaboration, purpose, choice, ownership) should be central in some way to any design. Our team tried to make those terms have the most connections. The mediums for expression and learning like audio and text really could be placed anywhere depending on the student/teacher choice, purpose, and preferences.

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We started with tools and linked video and audio. We then connected materials such as paper and and products. Next, we linked goal setting with a purpose because you can't set a goal with out a purpose. Finally, we added design with ownership. If you have ownership, you will have more buy in.

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The center is "choice", this was not intentional.  Choice is also the center to UDL.  On the left side of choice are the more concrete and on the right more abstract.

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TOOLS hexagon connected to both VIDEO and AUDIO. Those both then connect to DESIGN. Video and Audio are both tools that students have a choice to use when presenting thier knowledge. Then DESIGN connected to OWNERDSHIP. When students have choices, they will take ownership of their work and be more engaged.

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I enjoyed creating a representation of what UDL means to us. An interesting connection was between universal and choice. Students have different ways of learning and expressing their thoughts/ideas. With the proper training, we can demonstrate numerous ways to make learning exciting. In all, students have the "choice" to express and retain material.

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If students are given a "choice" I believe the work will be more "relevant" for them. If the work is "relevant", I believe students will be more "engaged". With "engagement" comes "purpose" for students. They can begin to understand the why.

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We might have started with choice...and then all the others come together. Just like the guidelines for UDL overlap, there were many places where the hexagons could be placed.

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Our group started with tools from there we build the hexagons to be different physcial tools ( paper, video, audio, ect.) We then moved to tools that were helpful to get kids  to complete a task ( choice, relevance goal setting,ect.)

After that we continued to build connections. There were many words that the team felt could be placed in one area because multiple "tools/thoughts" are beneficial to multiple areas of success.

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I made a connection with how goal-setting is relevant to students, has purpose to them, and could also include collaboration with others. This collaboration could be used to support appropriate goal areas. Engagement is also connected to purpose and collaboration because what is being asked of the students to engage needs to be purposeful. Engagement also typically involves collaboration in a way that's maybe more powerful. Through this activity I can see how a case can be made for things to be connected to one another.

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The hexagonal pieces are all connected in a variety of ways. First, tools are connected with choice, digital, video, and paper. Then, audio is connected to digital and video. Also, design is connected to universal, engagement and autonomy. The autonomy and choice makes students engaged, which allows them to take ownership over their learning. Lastly, ownership is connected to goal-setting, relevance and purpose because students need to know the purpose and goals of their assignments.

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Tools are a variety of things such as paper, collaboration, choice, digital, and video. Autonomy is connected to ownership, design, engagement, and product. Ownership is connected to goal setting, purpose, and relevance. Design is connected to autonomy, engagement, universal, and choice. All of these hexagons are connected to each other in some way or form.

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This activity is a fantastic option to get students review content and engage in collaborative conversations.  Our group made several connections between the different types of instruction and learning students engage in while using EduProtocols and UDL tools.

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There are many hexagons that are connected with 3 or more sides.
It is an engaging activity.
There was discussion of hexagon placement.
No right or wrong answer.
Each student could choose freely on the location of hexagons, what makes sense to them.

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This activity was fun and engaging. Everyone was participating and collaborating.

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This activity was fun and engaging. Everyone was participating and collaborating.

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-Patty

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The terms are all connected. Where there is autonomy, students feel ownership. Ownership helps students with goal setting. Collaboration allows choice and representation. When students have autonomy, this naturally leads to engagement.

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Group 1 worked as a team to explain how to use the hexagonal cards. We displayed our word cards and supported each other when we saw one that would fit. It was stated several times that most word cards can fit anywhere, as long as there is justification for the placement. There was an ease of conversation and support.

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Connections began with "Tools". So, digital, audio and video were added as the obvious types of tools to use. We quickly realized that many ideas overlapped. As a result, we were constantly rearranged the hexagons as we had our group discussion. This activity definitely allows for ownership of a student's learning.