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Brain power

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This was an interesting activity because it was so variable and could go in so many different directions. I liked getting to talk with my group and make the "connections" so to speak. It is cool to see how unique each groups came out!

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We started with Collaboration and built around that. The conversation went to keeping universal as the center point of the hexagonal thinking. Design had was interesting because it started with it floating on it's own, but we added it to video at some point.

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Collaboration had the most connection between the given terms. Learning agency involves relevance, engagement, representation, and universal design. I didn't realize how impactful tools and design can determine action and expression. Many of these terms support opportunities to customize the display of information.

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One of the connections that stood out to me is goal-setting, this connects to autonomy and ownership because each student needs to set their goals and work towards them. Another connection that I thought was interesting is that action & expression had so many things that connected to it. There are different tools and materials that connect to action & expression because each student has the choice to express their thinking in different ways. We also discussed that universal should have been in the middle and have a lot of connections made to it, we ended up connecting collaboration and engagement to it because these are universal means in which students can access the lessons/content/

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Within this activity, we were able to understand how many of these terms are connected. Each person brought a different perspective to the group. For example: one group member felt that the term "universal" and "design" did not have a major connection where "design" connected more to "ownership." We found as a team that the term "video" connected to quite a bit of different terms. Overall all terms connect in some form but personal opinion played a role in the placement of tiles.

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It’s important to model and set the expectation so that students are aware that they need to explain their choice and how it connects. This strategy is helpful for students to express their thinking without being “wrong”. It also allows for autonomy and agency as students are able to make and justify their own decisions while actively engaging in transferable skills that help foster respect and understanding.

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As a group we handed out the pieces evenly. Then we blind drew. Some of the pieces were difficult in the attempt to make a connection. A different hive would have been created had all the pieces been visible. Do you allow for visibility when introducing hexagonal thinking? What do you do if students are stuck in making a connection? Or just allow them to create a new separate hive?

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When deciding on which words to we used to border each other we discussed multiple aspects of the word. This discussion made us use vocabulary and concepts from UDL. I personally was very motivated to have multiple connections and not just a chain. There were sometimes we allowed someone to put down a word with very little explanation. If I was doing this in a class I would be making sure that they are talking and not just putting the tiles down.

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Design connects to multiple hexagons: Digital, video, purpose, tools, materials, and paper. The way you design your lessons needs to take into account they ways your students will interact with materials and ways they will show what they know. Tools connects to many as well: audio, relevance, purpose, design, materials, and action & expression. The tools you choose as the teacher and the tools the students choose will impact their learning in many ways. With both of these, design & tools, our lessons and their learning will be powerful.

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One word that stood out as a center piece is design. Design feels as though it is the cornerstone to all UDL activities. It serves as a vehicle for other properties- such as relevance/purpose- which in turn influences the design and products created by students to show understanding.

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Universal design ended up being more of the center point for everything else. Paper was a weird one to sort, but we decided it would be a material. Some of these could easily connect with pieces on the other side - like video being a material instead of a digital product.

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UDL is a main component in our design. Connecting goals with autonomy is a key piece. This activity helps develop understanding of UDL and wake-up my sleepy Christmas Break brain.

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In our hexagonal layout, we demonstrated how many of the words can be interconnected in various ways. Some words are very closely related in meaning, such as 'tools' and 'materials.' However, we chose to focus on 'tools' because they represent not only physical materials but also be connected with student having choice where they have more access to universal learning.

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Here are some of the connections that stood out in the hexagons we created.

Goal Setting: Here is where students take the time to think about setting goals and what they want to accomplish at the completion of the lesson.

Purpose is the next connecting hexagon, Here students take each of the goals and set a purpose on how she or he plans to achieve each of the goals with purpose.

Ownership: Students take accountability in this hexagon. Students decide if they met each of their goals during the goal setting and purpose stages of the hexagons. Did they meet each of the requirements, or do they need to add or edit any part of the activity.

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What I found while doing this assignment is that there were multiple ways words could be connected. One example is that we connected purpose with goal setting, ownership, autonomy, and design. I can also see it connected to relevance but the way our map had developed by that point, it fit better in that spot. This activity showed me that difference concepts fit together in different ways. Tools was an interesting word because we moved it around to different spots before we decided on the final position connected to choice and materials.

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Well, I truly enjoyed this activity because it shows that all students can succeed with the right tools. For example; several of my students use devices for specific goals and purposes. One may need an ipad to communicate bc they need help with words, another may need a device to use with their eyes for communication to get work done. Its pretty awesome task.

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1. UDL engages students by giving them a variety of ways to express their understanding.

2. Some ways to express themselves digitally through text, audio, or video.

3. UDL also allows students to express and show action of their learning by goal- setting, purpose, design, autonomy, ownership and design.

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Expression is related to choice because there are universal tools that students may choose from. For example, by allowing students to complete assignments digitally they have the choice of using audio, text and video. Choice is also related to engagement because by allowing students to have choices they will be more engaged, hopefully they choose tools they are more comfortable with.