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One UDL strategy for both engagement and expression that I love would be graffiti boards. In creating these, there is a prompt presented to students and, typically using sticky notes, they write/draw their questions or understandings of the prompt. It can be anonymous, which can definitely help with engagement and fielding the starting point for the class.

In order to switch this over to an online activity, we could use padlet! This could be done either synchronously or asynchronously, depending on the class structure. I would say it does function as low-tech. Not only can students post text, but they can also embed images, links, and audio recordings, thus helping to make the technology implimentation more transformative and more universally designed.

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Being online and trying to have a UDL friendly classroom may be difficult, but that does not mean it is not impossible. In my opinion, two of the largest struggles would be technology/internet capabilities as well as being willing to sit at a screen. I think we can all agree that online learning is difficult when technology and wifi speeds fail us. If trying to make a lesson universally designed, there will inherently be struggles with the internet, and these may make the situation too frustrating for learners. Along the same line of thought, some learners struggle online, whether because of the glare of the screen and expectations to sit still or the lack of tangible reinforcement.

In order to overcome these struggles, I believe teachers are tasked with getting even more creative. Finding new and exciting means to engage students online and present material in a less flat manner would assist in a UDL online classroom. Also, it may help to increase brain breaks and give students a schedule of daily expectations, helping them to stay on task. Some schools also have success with still providing physical resources despite online learning, dropping off bags of resources to help the online lessons be more impactful.

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For the UDL strategy for engagement I really liked the idea of an auditory sandwich to make sure all learners are comprehending and processing simple auditory messages when teaching vocabulary. It is important to have straggles like this one that will not only help students with a vert of needs but also be extremely beneficial to all the students. Finding unique creative ideas can be hard but this is a great option!

I think I might even do this online with not only vocabulary words but also other subjects or main points. Find way to represent the middle of the sandwich by showing a visual of some sort. I think this idea and be adapt in many ways to fit each individual classroom to the best of their needs.

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I think for every student they will have there own challenges, however I think along with internet the access I think the students willingness to participate and be on the computer learning. Students when they are home are not in the mindset of doing school work and it is a space where you are meant to just be and relax not think about school I even feel that myself. But for the students who don't have parents at home encouraging them to get onto their computer and join the class meetings they just won't and they will begin to fall behind.

One idea to over come this could be allowing students to come in one day a week to "make up" the work they have missed in order to make sure they don't fail. OR find a way to space the students and give distance but be in a supervised space doing there online classes. It can be very challenging especially in these times.

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I believe that many teachers are comfortable with the ways that they have been teaching for many years, so when it is necessary to move class online, teachers struggle to implement UDL fro students. Many UDL resources are very hands on, so with the switch of many schools to online education, it was seen that many teachers struggled to find alternatives to those physical UDL resources.

I believe that in order to overcome the lack of online UDL resources, teachers should be able to attend a workshop that informs them on any possible resource that they are able to implement into their own classroom. I believe that (if obtainable) this will be highly beneficial for both teachers and students, and the content taught will be remembered and used by teachers throughout the years. I also think that in order to overcome these challenges, teachers may create a bag for students that contain the UDL material and ask parents to pick this up at the school. I have seen this occur with the kid that I babysit, and not only does it help him with his work, but it also allows him to visit the school and see their classroom, which is always an exciting day.

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As a UDL strategy that is not traditionally an online strategy, I chose to discuss the sensory diet. A sensory diet is when students are given the opportunity to  pause school work when they are beginning to sense a sensory overload coming, and they are given a list of task that help to ease the sensory overload. This can be moved to online class, as students can simply get up and do 10 jumping jacks in front of their computer. Students can also be given online resources to help ease the  overload, such as playing a teacher-monitored game that also allows them to reduce the stress that they feel is coming. This can vary from very low tech to high tech depending on the list of activities that the teacher and student come up with.

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A strategy that I liked for Multiple Means of Representation is using math manipulatives. This is traditionally a strategy that is advantageous because it is a physical model and concrete representation for students who struggle with learning math abstractly. Using these manipulatives allows students to learn the concepts in a more hands-on way for new concepts. This is also a great way for students to explore concepts on their own in a fun way.

In order to maintain the use of manipulatives in an online classroom I would provide my students the website https://www.didax.com/math/virtual-manipulatives.html. This website gives students many different manipulatives to choose from. In a class where I would have students use unifix cubes, I would have them choose that manipulative tab to explore online. I believe it is important to find online ways to maintain these important "hands-on" learning experiences like using math manipulatives.

Lastly, I believe this resource could be considered low tech or possibly a high tech resource. It is low tech because it is free, but possibly high tech because students can engage with virtual unifix cubes simulating real math manipulatives.

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I feel that maintaining differentiated instruction would be a major challenge to maintain in an online classroom. Since traditional classrooms moved online, teachers really struggled with maintaining classroom community. When we use google classrooms or zoom, its difficult for teachers to give students the one on one time they may need, break students into groups according to their preferred ways of representation, expression, or engagements, and assess learners progress individually.

I feel that online classrooms can become heavily teacher centered because they may not be able to place their elementary school students into breakout rooms, or have the "walk around the room" to monitor students progress.

One way I would try and overcome this is try and implement a "flipped classroom" approach so that I could check in with my students and see where they are struggling, see what the policy in my school is for breakout rooms, and possibly give students different meeting times to do work. For example, if five students are writing a poem and five students are writing a story I may have one group meet with me online while the other works on their project. **The school that I sub at said for the snow day they were going to give students assignments at the beginning of the day and check in at the end, so teachers may be able to be flexible about which students need to be online synchronously at what times.