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How can I support in-class student engagement by bridging positive relationships with students and families outside of the classroom setting?

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How can I support in-class student engagement by bridging positive relationships with students and families outside of the classroom setting?

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In what ways can UDL Framework approaches to action/expression still foster and support student development of writing skills? How can I bridge the use of UDL framework approaches that may not rely on written format to support student writing development? What approaches might there be to investigating the efficacy and role of different EdTech/low tech platforms for creating a UDL framed lesson plan?  

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In what ways can UDL Framework approaches to action/expression still foster and support student development of writing skills? How can I bridge the use of UDL framework approaches that may not rely on written format to support student writing development? What approaches might there be to investigating the efficacy and role of different EdTech/low tech platforms for creating a UDL framed lesson plan?  

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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How does an OWL-based curriculum impact student learning? Will the OWL strategy benefit students equally given students' varying skill levels in the target language, personalities, and abilities in general?

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How does an OWL-based curriculum impact student learning? Will the OWL strategy benefit students equally given students' varying skill levels in the target language, personalities, and abilities in general?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Does representation in schools´ staff matter for student success?

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Does representation in schools´ staff matter for student success?

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Presentation Slides
https://docs.google.com/presentation/d/1AxxYxMO9_cT7hQsZ8LP72VOe724z9vi1sz-b0dKCWRc/edit?usp=sharing

Data Collections tools:

https://docs.google.com/document/d/15q7MsvgMB5C1VE6BLFMuKRNNvKHMAjv4yfkk-EG3GzQ/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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How does an honest and open treatment of Standard Written English (SWE) in classroom discussions and assignments affect ELL discursive engagement?

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How does an honest and open treatment of Standard Written English (SWE) in classroom discussions and assignments affect ELL discursive engagement?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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How do teacher- (and/or student-) created videos support the acquisition of new material?

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How do teacher- (and/or student-) created videos support the acquisition of new material?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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How can I use culturally responsive teaching strategies to support the learning of my students in my classroom? 

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How can I use culturally responsive teaching strategies to support the learning of my students in my classroom? 

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
How can I provide high complexity tasks in a beginner’s language class to improve a student's proficiency?

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How can I provide high complexity tasks in a beginner’s language class to improve a student's proficiency?

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What is the effect on student engagement of gathering data on participation in synchronous CDL classes and sharing that data in the form of participation grades with students and parents?

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What is the effect on student engagement of gathering data on participation in synchronous CDL classes and sharing that data in the form of participation grades with students and parents?

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
What are some of the intrinsic motivators that aid language students in fostering deeper engagement and commitment for successful language acquisition and how can a classroom teacher help foster those motivators? 

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What are some of the intrinsic motivators that aid language students in fostering deeper engagement and commitment for successful language acquisition and how can a classroom teacher help foster those motivators? 

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What are some best practices in online language classes for incorporating the principles of UDL into lesson design?

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What are some best practices in online language classes for incorporating the principles of UDL into lesson design?

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FOCUS STATEMENT

I am interested in studying the best ways to implement UDL into instruction given that learning is now fully online. I will be studying this phenomenon in my own classroom as a Spanish 1-2 and 3-4 teacher at Jackson Middle School and Odyssey Program at East Sylvan (both Portland Public Schools). I plan to use literature review and to implement my own UDL practices in lesson design in order to collect data.

Literature review will help me gather data because it is important to see what research has already been done in this regard in relation to online learning as well as traditional, in-person learning. The design of my lessons and how I implement UDL may be influenced by best practices already established by previous research. Collecting data from my own lessons will be useful because it shows on a micro level what the effect of using UDL practices can be on an online classroom as well as being a convenient way to see it in action.

I have created several projects and written several papers in the GTEP program regarding UDL, and I think it is one of the most exciting and morally imperative practices that all teachers should incorporate into their own professional practices. By identifying the best practices regarding UDL in the online environment, future teachers can have an implementable and practical guide to what specific practices work, thereby increasing the amount of UDL being used across the field.

LITERATURE REVIEW

Part 1: Findings & Information

Article 1:

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability.

This article explores the importance of and methods for incorporating UDL and CRSP into one’s educational practice, particularly in terms of lesson design. The article contends that there are four characteristics of inclusion of UDL and CRSP into lesson plans:

●          Characteristic 1: Critical centering on dynamic community languages and valued knowledges

●          Characteristic 2: Student and community agency and input

●          Characteristic 3: Historicize content and instruction

●          Characteristic 4: Capacity to contend with internalized oppression

The authors include a case study of a particular lesson plan that incorporates UDL and CRSP, and analyzes it as a model for best practices.

Article 2:

Baglieri, S., & Shapiro, A. (2017). Instructional design for inclusive education. Disability studies and the inclusive classroom (pp. 207-241).

Baglieri (2019) recommends that content should be taught in units, which are then broken down into “big ideas”, which are in turn explored through answering “essential questions”. Then, students should be provided support and scaffolding when engaging with the content. Additionally, students should be given multiple ways to engage with the content (representation, action/expression, engagement). The primary rationale behind the UDL framework for pedagogy is creating a classroom that is accessible to “the broadest possible constituency” (p. 178). By fusing UDL principles to the foundations of curriculum that is presented, educators are removing barriers before they’ve been presented, saving both time and discouragement among students. Planning for such a classroom that applies UDL methodology involves insight and foresight into barriers that inhibit the mutually beneficial goal of including experiences and perspectives of our unique student populations.

Article 3:

Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, principles, guidelines, and examples.

This online resource outlines the basic principles of UDL Framework and the foundations of its effectiveness in the classroom. There are in-depth studies including peer-reviewed data sets that constitute meaningful research of UDL Framework. This website also includes resources and guidelines to help format and construct UDL into lesson plans and teaching strategies, and offers an extremely clear, concise rendering of the theoretical framework.

Part 2: Demonstrating Relevance to Teacher Education:

“To resist normative practices educators may critique existing curriculum and teaching practices to discern embedded assumptions about the nature of knowledge and understandings about diversity of culture and experience. Engaging in criticality requires applying a consciousness of cultural privilege and marginality to examine the ways that curriculum likely centers, for example, Whiteness, ability, heteronormativity, masculinity, or Anglo-European language and culture” (Baglieri, p. 174).

Because UDL Framework is a methodology that has to be applied with care and attention to creating multiple forms of representation, action/expression, engagement, our text set research demonstrates opportunities for applying UDL to lesson planning and teaching strategies in effective ways that have been analyzed and supported with data collection. In the new distance-learning environment, it is of the utmost importance that educators use proven UDL techniques and develop methods for adapting instruction to the online environment. Learning online is a challenge for many students, so it is a moral imperative for educators to provide students the most opportunities for success.   Our research will explore the efficacy of various methods of implementing UDL through the distance-learning context.

DATA COLLECTION TOOLS/METHODS

Teacher Interviews:         Google Survey (numerical) ---> graphs

10-minute in-person interview

1. What tools do you use that you can identify as UDL framework options?

2. How do you currently align your practice with UDL principles?

3. In the digital landscape, what tools/methods/approaches do you take to create multiple means of representation?

4. In the digital landscape, what tools/methods/approaches do you take to create multiple means of action/expression?

5. In the digital landscape, what tools/methods/approaches do you take to create multiple means of engagement?

6. How have you adapted your practice to be more effective in the online environment?

ACTION PLAN

Overview

Describe the preparation, processes, implementation, and expected outcomes
of your inquiry project with sufficient detail so that another researcher could
replicate your study.

The research conducted in this Inquiry Project will lend itself to the study of UDL Framework as it pertains, in this school year, to the remote/distance learning environment and will seek to acquire data regarding methods for seamlessly incorporating UDL Framework principles into daily teaching practices. By compiling surveys, interviews, and statements from seasoned teachers, this Inquiry Project will seek to identify best practices and methods for including UDL Framework in the classroom. Preparing for this research will include categorizing different aspects of UDL Framework that will be closely looked at (specifically in the context, at present, of remote/distance learning environments) and how UDL can be implemented in the digital landscape.

This research will focus on the most essential
tenets of UDL Framework: 1. Representation: different ways of
presenting the content (lecture, video, etc.)  2. Action/Expression: formative assessments using
different tools and 3. Engagement: how can students
access the content in a way that is authentic to them (or how can they explore
the content in a way that relates to their specific and unique perspectives)?
Due to the length of time to implement formal research, this Inquiry Project
will focus specifically on Action/Expression. The focus for
this research will center on collecting perspectives and insights from a
cross-section of current secondary-level teachers to facilitate analyzing the
surveys and interview statements for patterns, themes, successful tools, and
methodologies.

The expected outcome of this research is a compilation and running list of modifications, strategies, and useful tools (including EdTech Platforms) that facilitate the incorporation of UDL Framework in Lesson Planning. The data will explore the effectiveness of these tools based on qualitative and quantitative information that will reflect the process of interpreting survey results, interview questions, and data collection from key assessments and assignments that students have submitted which can lend speculative and elucidating insight through student achievement. The most essential outcome of this research will render as much information about methodology for incorporating UDL Framework in Action/Expression (formative and summative assessments) for students.

Proficiency Targets

Part 1: Preparation & Processes

·
What action/s (e.g., strategy,
tool, technique, investigation, etc.) will you take to deepen and improve your
practice?

o
By compiling surveys, interviews,
and statements from seasoned teachers, this Inquiry Project will seek to
identify best practices and methods for including UDL Framework in the
classroom.

·
In what ways does
the action plan relate to the literature that you reviewed and synthesized?

o
The action plan
relates to the literature by comparing current currently established best
practices in a traditional, in-person learning environment with cutting-edge
reports from current teachers who have had to adapt to a 100% distance-learning
environment.

·
What (two or three) data collection
tools will you use to gather information related to your area of focus? How
will they help you find answers to your research question about your area of
focus?

o
This inquiry project will include
interviews with and online surveys of current teachers. This will shed light on
what strategies teachers have been using to adapt to comprehensive distance
learning in the wake of the COVID-19 pandemic

·
How will your analysis of the data
help you to refine your area of focus?

o   The analysis derived from data collected through surveys and
interviews will render patterns,
themes, useful tools, and successful methodologies for incorporating UDL
Framework in Action/Expression (formative and summative assessments) for
students.

·
What were the processes in which
you engaged to develop this action plan?

o
Cassie Morgan and David Goldstein
met weekly to collaborate on their projects because they are very similar.

Part 2: Implementation &
Outcomes

·
What is the timeline and timeframe
for implementation of this action plan?

o   Research from this Inquiry Project will begin during Winter Break
with interviews and surveys administered to a collection of secondary-level
instructors from different content areas. Once compiled, the researchers will
meet to outline and categorize the data, looking for patterns and themes. The
surveys will yield some degree of quantitative data that can be interpreted
through the lens of demographic research, and the compilation of tools
(including EdTech platforms) will take the form of a methods list that
corresponds to UDL support scaffolding.

·
What do you hope to accomplish with
this action plan?

o
This research is intended to serve
as a snapshot into how current teachers are adapting their practices to the
novel challenges presented by the COVID-19 pandemic and distance-learning. It
is the hope of the researchers that the results of this research will aid
teachers in aligning their educational practices with the principles of
Universal Design for Learning.

·
What kind of outcomes do you
expect?

o   The most beneficial and informative outcome will be authentic and
useful teaching practices that can be applied to lesson planning. By
collaborating with a range of teachers and gleaning from their experiences, the
analysis derived from data collected will render patterns, themes, useful tools, and successful
methodologies for incorporating UDL Framework in Action/Expression (formative
and summative assessments) for students.

·
How will this action plan inform
your teaching?

o   This action plan will create a scope for further research that
will be carried out throughout the duration of our teaching careers. To enrich
our understanding of UDL Framework and best practices used by other instructors
to incorporate it, we will seek peer support and collaboration as a model for
future development in our career pursuits.

References

Baglieri, S., & Shapiro, A. (2017). Instructional design for inclusive education. Disability studies

and the inclusive classroom (pp. 207-241). New York: Routledge Publishing.

Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, principles, guidelines,

and examples. DO IT. Retrieved from https://files.eric.ed.gov/fulltext/ED506547.pdf.

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy

and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389. Retrieved from

https://edspace.american.edu/culturallysustainingclassrooms/wp-content/uploads/sites/1030/2017/09/culturally_sustaining_pedagogy_andUDL.pdf

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Do 9th grade students enrolled in visual arts classes have a better understanding in Algebra 1 classes as evidenced by their communication of concepts?

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Do 9th grade students enrolled in visual arts classes have a better understanding in Algebra 1 classes as evidenced by their communication of concepts?

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Focus statement and Research Question:

Do 9th grade students enrolled in visual arts classes have a better understanding in Algebra 1 classes as evidenced by their communication of concepts?

This study will take place at 3 private high schools in the Portland area, specifically in Algebra 1 classes.

The motivation behind this study is the consistent demotion and derision of the arts in favor of STEM subjects. That I often find that my most creative students are able to understand concepts in different and more holistic ways than those who simply memorize formulas. While it may be debasing to judge one subject's worth in relation to it's benefit to another, it if unfortunately the situation arts funding is in.

Actionable outcomes of my study within my classroom could be the implementation of my artistic representation of math concepts, or more creative projects. Nationally, if there is a connection, this study would encourage the inclusion of arts programs in schools.

Literature and Asset Review:

Part 1: Findings & Information

"Technology engineering is where all the other subjects come together. You can do math, science, english, social studies, everything." "Based on the fact that if you teach all these things in relation to each other, that it makes more sense and it is more ingrained." ~ Georgette Yakman | STEAM - Learning That is Representative of the Whole World.

"There is a danger in such reasoning. If the arts are given a role in our schools because people believe the arts cause academic improvement, then the arts will quickly lose their position if academic improvement does not result."

"Three Areas Where Reliable Causal Links Were Found Listening to Music and Spatial-Temporal Reasoning,...Learning to Play Music and Spatial Reasoning,...Classroom Drama and Verbal Skills"

"What Happens in Schools When the Arts are Given a Prominent Role?" ~The Arts and Academic Improvement: What the Evidence Shows. Executive Summary: Harvard Project Zero Reviewing Education and the Arts Project (REAP)

"Arts educators have long reported that the arts are connected to a wide range of benefits to students beyond their learning in the arts — academic achievement, positive social development, habits of mind, and inclinations of thought."

"Each discipline is connected to significant outcomes. For example, in the visual arts, there are findings about how drawing supports writing skills and how visualization training supports interpretation of text." ~ Connections between Education in the Arts and Student Achievement Perspectives on Relevant Research

Part 2: Relevance to Teacher Education:

While many agree that the arts holds a place in academic learning, the evidence to the contrary opinion is also vast. Funding for arts programs is virtually non-existent in areas, states prioritize subjects that are tested, and arts aren't tested. Studying how arts and other subjects interact is of vital importance in the US today, especially in a year of change such as 2020. Considering how things are emphasized (or not) in the future has never been more timely.

Methods and Data Collection Tools:

A: Questionnaire

Purpose - To compare conceptual understanding of basic concepts.

Use/Application - Students in focus groups will be given a questionnaire with one or two open ended math questions and asked to display their understanding in multiple ways. These will be compared to see whether students in art classes could do so with more variety, depth, or accuracy than those not enrolled in art.

Data Summary & Analysis - a comparison between the holistic information, the varieties of understanding, the accuracy of explanations, and the depth of understanding will be displayed in bar and pie graphs. These will help to represent types of frequency, and percentage of different groups. They will also be discussed in text.

B: Grades

Purpose - to assess in a more standardized way the student's comparative academic success.

Use/Application - Numerical grade data (percentage) of each set of students (art students/not art students) will be compiled and anonymized.

Data Summary & Analysis - The grade data will be displayed on a scatter plot graph, using error bars set to indicate the standard deviation, to help indicate and account for any discrepancies. This is to help the viewer see the data, but also how far from the mean that data is.

Concerns: Grades are not always consistent teacher to teacher, and may not be the most accurate indicator. That is why a uniform questionnaire would be used and assessed by the researcher to eliminate bias in grading. The assessment of the questionnaires may be challenging to make into quantifiable data, which is why a more holistic approach in interpretation is offered in the analysis of those. To ensure FERPA guidelines are followed, all grades data will be anonymized and considered in aggregate. All the questionnaires will also be anonymized, and not shared through the study.

Action Plan:

Part 1 - Preparation & Processes:

I have chosen to look at the depth and breadth of understanding students can display in mathematics classes in relation to their enrollment in art. This might be counter to some of the reading I did, and certainly isn't fully in line with my beliefs that subjects have inherent value and do not need to prove their worth. It is relevant in our current educational landscape, and I hope to connect with the aspects that underline the study of creativity, connection to the arts, and a unique perspective even within mathematics. Actions I will take to deepen this study are to keep up to date on how education changes with the new administration in January. This will likely come with changes to the educational leadership of the country, and may impact things like school funding. It would be interesting to consider how these will impact students.

Part 2 - Implementation & Outcomes:

I will create my questionnaire during December, and reach out to other private schools during January. Hopefully I will have the students complete the questionnaire around the beginning of the second semester in schools, which will also allow me to look at semester 1 grades. This data will be collected and synthesized in February and March.

I am hoping to see a difference between the groups of students I study, and to be able to draw conclusions based around this information. If there was a difference that would show potentially large impacts upon our value system within American education, and on the allocation of funding in the public school system. While I am not a public official, I am a person who can incorporate art into my classes. I hope to see a connection between students understanding of math concepts and visual competency. I'd be encouraged, if that was the case, to do more artistic projects in class especially in helping students to understand complex and long-lasting standards that will impact their learning for many years to come.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
What styles of discussion are most effective in an online classroom though synchronous distance learning? 

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What styles of discussion are most effective in an online classroom though synchronous distance learning? 

# data[].attributes.headline
See attached for link to full text of document. This is the same work product as Cassie's (we created it together)

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See attached for link to full text of document. This is the same work product as Cassie's (we created it together)

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Hey Nora, this feedback is late, but I just wanted to go back and say thank you for your work with these data tools. I actually saw your rubric gradation a while back - this highly engaged, engaged, developing engagement, etc. - and it inspired me to do something similar. Nice work!

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
-Please don't fill out the survey-
This survey will be given to my new students (early February) and within the first week. The students in this class are all seniors taking their final term of English class. When I get the official class list, I will be informed on the gender break down and the IEP, 504, and English language learners.  I will have the link to the survey on Canvas, and students will be asked to fill it out in class so I know they have done it. It is super short, and it will help me in teaching the class and the research project itself.

This will provide me with a range of what the students have experienced with discussions; both in the classroom and in through UDL. This collection tool will help me understand the students needs, how familiar they are with discussions, and how they participate in discussions.

This tool could prove to not inform my research because it is asking questions that reflect what student thinks about themselves, not on discussions as a practice. As I get new students, I am wondering how I can support them and provide a discussion space that they feel successful. However, the pre survey is probably not as useful as the post survey. I am wondering how I can enhance this surveys questions to better inform my research.

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This survey is a space for you as the student to share your thoughts on discussions. The following questions will be in the format of short answer and multiple choice. This is a non-graded survey, but I highly encourage you to fill this out!

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Last week, I sent out my Google Forms Questionnaire about UDL Framework which included a lot of questions that are geared towards gathering concrete data (such as: ratios of teachers who discuss UDL framework in their PLC meetings, specific digital tools that teachers have found effective for scaffolding UDL framework methods for action/expression, engagement, and representation. So far, the data that has come back shows trends emerging (such as UDL framework being a fairly prevalent consideration for seasoned teachers as they develop their lesson plans). I have also gathered some interesting data sets about teacher preferences for teaching platforms and supports (such as Padlet, Flipgrid, etc). I do not want to share any specific data until I have had more responses (I have only had 9 so far and we are aiming for 20) so I look forward to having some very informative data to work from on my inquiry research project.

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I would love it if you all would take my survey! Please let me know if it works.

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Thank you so much for being willing to take my survey on culturally responsive teaching in the classroom! My research will center around the following question: How can I use culturally responsive teaching strategies to support the learning of my students in my classroom?

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This collection tool is by far the most useful in terms of my research. The group participating in this survey is my senior lit/comp 12 class (specifics on demographics TBD). I would give this to my students after experiencing both of the small group discussion configurations, and have them reflect on which they preferred. I ask them to reflect on how they felt about their own participation in the small group discussions. I also am curious to hear what they believe about discussions in distance virtual learning.

This will help me understand what works and doesn't work in small group discussions. Because in some ways, breakout rooms can feel like table time in a regular classroom, my suspicion is the students like having a recurring group of students to work with.

I actually tried this out on my current students; but they were aloud to pick whoever they wanted in their group. Naturally, only a couple groups actually do the work, and the others do nothing. When I make the recurring groups, I will have students tell me 1-2 people they want to work with, then put them with other classmates too. Then there is a balance between previous comfort and new people.

The research will be analyzed by looking at common themes in responses and buzzwords that pop up in the responses. Since this is a survey that will be given toward the middle/end of the course, they will need time to experience different discussion group styles.

This tool could interfere with my research if the students either don’t participate in the survey, or don’t give me detailed answers. Because this relies on the students experience, I need them to work with me here and really think about their answers in the survey. That being said- I will give them class time to work on the surveys!

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This survey is for you to reflect on how the discussions have been going in this class. The following questions will be in the format of short answer and multiple choice. This is a non-graded survey, but I highly encourage you to fill this out!

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What knowledge and skills might international students acquire in a teacher preparation program? A self-case study and reflection.

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What knowledge and skills might international students acquire in a teacher preparation program? A self-case study and reflection.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
How does the use of breakout rooms in distance learning encourage student engagement?

# data[].attributes.subject
How does the use of breakout rooms in distance learning encourage student engagement?

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Darin and Andrew: As the data from the pre- and post-breakout room surveys begins to trickle in, the first thing Darin and I are doing is organizing the data so it is housed in one place for easier interpretation and analysis. We are learning as we go and although we obviously sent identical pre-surveys to the students, they are on separate google forms and will need to be collated once they are all in. We will not make the same mistake with the post-survey (data collection tool #2)!
Since our survey questions either required multiple choice selections or answers on the linear scale, we should be able to easily average out the responses. Once we have that in place it will be interesting to combine the survey data with our own classroom observations recorded in detail in our daily classroom logs. We are imagining the survey data as the primary data tools since they are quantifiable and can paint an accurate before and after picture, whereas the logs will add color and fill in any gaps in the survey data.
We have talked about the best way to present this data and have been mulling on the idea of word clouds, at least for our classroom logs. Even after 3 weeks (2xclasses per week for each of us) themes around engagement are emerging. Words like "fun", "chatty", "interest" and "discussion" are mentioned more than once, as are "quiet" and "not engaged". At this point, the data could be taking us anywhere, but the feedback log will be crucial in telling a more complete story.
We'll definitely be able to present the data in bar chart and pie chart format for clear comparisons around pre-breakout room engagement and post-breakout room engagement. These charts should be revealing and easily comprehended.
We intend to share the results of the survey with our students too (we talked about how annoying it would be to be involved in a research study and not to be privy to the final results), so we are keeping in mind how straightforward we want our visual data representations to be. We have also mentioned this survey to other teachers at school and want to be cognizant about simplicity of understanding if we share it with an even larger audience. Bar chart, pie charts and word clouds have the potential to fulfil this important obligation.

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Hey Sahara! This feedback is late, but I just wanted to say thank you for your thoroughness with your survey data collection tool. I especially liked the idea of doing a pre-survey before beginning the process. I implemented that into my own data tool 1. Thanks!

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Hey Keegan, this feedback is late, but I just wanted to say that your third data tool is really slick. I love the idea of having them repeat similar or even identical assignments to compare engagement. There are so many factors that play into engagement as the year goes on that having a few constants like this seems like a great idea. I wonder if the fact that they had already seen the assignment motivated them, knowing that they could do it, or demotivated them, knowing that it wasn't anything new?

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Data Collection Tools & Triangulation, Study Limitations (updated 3/9/21)

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Study Limitations, Data Collections, and Procedures

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Study Limitations, Data Collections, and Procedures

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Hey Keegan! In your data triangulation I really like that you mention getting active student feedback as part of the process, not to mention reflection which is always an integral part of our work. I also had assumptions being the biggest challenge with regards to study limitations, as is constantly the case when you are studying something you may or may not already have bias about. I'm wondering what might be the best way to eliminate this form of bias as we collect student responses. Personally I find that post clarification questions with certain students might be helpful? But this might have time constraints. Thanks for sharing!

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I create the steps that I am taking to find out about my students as I move forward with my journey.

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Data Collection Tools #2

Teacher Interviews: Qualitative Data and Insights about Efficacious UDL Practices in the Online

Environment

1. Follow up process to the UDL Survey which collected concrete data and short-hand insights about the role of UDL Framework in online learning. Selecting teachers from the content area of ELA and World Languages, our follow-up interview questions will delve more deeply into qualifying some of the information from Data Set #1. This will take place as a recorded google/zoom meeting.

1. The follow-up interview questions would elaborate and expand upon initial survey results, and will include the following questions:

-From the list of EdTech Platforms and tools in the survey, which device did

you select as the most efficacious and why has it been serving aspects of UDL

principles in ways that you find noteworthy? What is effective about it?

-Can you elaborate on what incorporating UDL principles into your lesson

planning actually looks like for you?

-What is the best advice you can give with reference to approaching UDL

practices in the classroom?

1. This data will be compiled as testimonial insights that enrich the overall study of UDL Framework as it pertains to distance learning. These recorded statements will be analyzed and compared with the data trends collected from the survey to form a more comprehensive overview of the UDL praxis in the distance learning environment.

2. This interview cycle is an imperative component of effectively interpreting the survey results because many data driven aspects of the initial set require a more thorough explanation. This will facilitate the development of tangible, actionable approaches to incorporating UDL into online lesson design and will serve as a useful extension of the survey data.

3. Risks of qualitative data such as interviews can include tangential or anecdotal information that might not be relevant to every classroom and may not yield actionable insights that are useful in certain circumstances. It is possible that teachers interviewed may not have a comprehensive or accurate understanding of Universal Design for Learning, and thus their answers could fall short of covering all aspects of this very large topic. These limitations, however, are not outweighed by the potential benefits of interpreting testimonial data about how UDL has functioned in real distance classroom settings.

Data Collection Tools #3

Student Surveys: Quantitative Data Collection and Insights about Preferred Online Tools

1. This Google survey will be administered to Cassie and David’s students. Cassie’s students are in 10th and 12th grade, and David’s students are in 7th and 8th grade. These Google surveys will account for at least 40 responses. Names and identifying will be anonymized to comply with FERPA.

2. The students will fill out the survey as an assignment in Cassie’s and David’s classes.

3. The students will answer questions in which they identify which tools have been most useful to them in their distance-learning experience.

4. This will give a critical insight into the perspective of the students who are experiencing distance learning and what trends can be identified about what they find useful.

5. Students might not take the questions seriously. Also, students may answer what they think the teacher wants to hear rather than an authentic assessment of what they find useful.

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Our third data collection tool is the classroom log Darin and I are completing after each of the live classes (4 per week) that we are running the inquiry project on. We will be administering the tool ourselves, to ourselves and have been keeping each other honest with daily check-ins about breakout rooms in general.
Here is a link to the tool. The classroom log feedback tool captures important information that will inform our project and our decisions moving forward about the usefulness and engagement metrics around breakout rooms. Each entry asks for the number of students in the classroom, the overall level of engagement (1-5) and why that score was given, whether breakout rooms were utilized, the average size of the breakout rooms, and a separate area for notes/feedback.
We will analyzing this data in an effort to determine whether engagement levels (and potential increases in attendance) can be attributed to the use of breakout rooms. This data is quantified in the first two collection tools (pre and post surveys for students involved in the research project), but the classroom log will add qualitative analysis which may or may not support the data from the surveys.
The data tool is certainly relevant to the research question because it helps fill in the picture that the first two data tools may be missing. It could be argued that the third data tool may not contribute to the research process as intended because attendance has been sporadic and with a small class size, the need for breakout rooms may be negligible. However, in that conundrum lies the real power of the classroom log (data tool 3). Through discussion and perusal of each other's entries, we are realizing the side benefits of breakout rooms. Darin, for example, uses them for his 1:1 check-ins and has found them a great way for students to open up in ways they might not in front of the whole class. In this instance, the benefits of data tool 3 cannot be overstated.

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WE WOULD LOVE ALL OF YOU TO ANSWER OUR SURVEY!! HERE IS THE LINK: https://docs.google.com/forms/d/e/1FAIpQLSdBWp8ucfjhJtW8VQ8W7v99rT0yUviLCQBoZWkse1faRnhBtg/viewform?usp=sf_link

Last week, Cassie and I sent out a Google Forms survey to about 20 people and have started to receive some responses. We are going to send it out to more people this week as well. We are hoping for at least 20 people to respond, preferably more. So far, our data has shown that teachers have kept UDL as an important part of their considerations when planning lessons and have found certain online tools and methods to achieve their goals. We will continue to collect this information over the coming weeks.

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Study Limitations, Privacy, and Timeline 

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Study Limitations, Privacy, and Timeline 

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Part 1. Overview of Study Limitations

The primary limitation affecting this research is the shared reach of contacts for students and teachers by the researchers, Cassie and David. Through both networks, a sum total of secondary teachers from a mixed assortment of content areas has been surveyed and interviewed, but the volume and reach of this study will not adequately measure a clear view into the school district as a whole, nor could it possibly come close to representing the truest prevalence of UDL Framework in lesson planning and instruction. This same limitation impact the research in terms of student participation, and is necessarily also not able to collect enough data to fully represent this subject. In essence, the real outcome of this data is a microcosm of how UDL Framework is implemented and utilized in the personal/professional network of Cassie and David specifically.

This study is also impacted by the following aggregates:

1. Not all teachers interviewed/surveyed may have a comprehensive or similar understanding of what UDL Framework is.

2. There are time constraints that anchor this research to a short term study which is out of step with how elaborate this research could actually be.

3. Access to a broad range of secondary educators in different content areas is limited, so this research will necessarily fall short to represent trends as they emerge in different content areas.

Part 2. FERPA Compliance

All student surveys and names have been anonymized.

All teacher surveys, questionnaires, and interviews are conducted with express permission and signed consent of recording and data collection.

Implementation Calendar:

1. Teacher Surveys administered in January of 2021 and collected over the course of 3 weeks.

2. Teacher Interviews scheduled between March and April in 10 minute, recorded zoom/google meets interviews.

3. Student Surveys administered in March 2021 and collected over the course of 3 weeks.

4. Data Triangulation and analysis takes place during the second week of April.

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Part 1. Organizing the data collected

The collected figures from the Google surveys will be interpreted and categorized in numerical and graphic charts to represent patterns that are visible in the collected evidence. Google surveys include analytics that create insights into quantitative values reflected by the survey responses, so that information will form that basis of interpreting the prevalence of UDL Framework in secondary education environments within the region (limited by the averages taken from the volume of survey participants).

The follow-up interview questions will be conducted to collect qualitative data and testimonial which will be analyzed for overlaps or trends in themes, shared practices, or statements that stand out for a particularly valuable insight into the praxis of UDL Framework in the distance learning environment.

The student-survey will employ quantitative data to organize the efficacy and engagement potential of remote learning tools and practices that have been experienced by students. The analytics and graphic charts that will be produced using the Google Survey tool will allow for visibility of trends and themes that emerge in this aspect of our research.

Part 2. Identifying types of visual formats for data collected

Data Collection Tool #1

Simple pie chart that reflects the percentiles for the format in which teaching takes place (fully remote, hybrid, or in-person).

Simple pie chart that reflects the percentiles representing familiarity with UDL Framework amongst secondary educators in different content areas.

Simple pie chart that reflects the percentiles to reflect the importance of UDL Framework in development of lesson plans for secondary educators in different content areas.

Percentiles in graphic chart to reflect the use of UDL Framework principles in distance learning lesson planning.

Graphic Chart with numerical and percentile values to reflect the use of specific edTech platforms used in distance learning by secondary educators in different content areas (this data is reflected in 3 separate graphs to account for representation, action/expression, and engagement so as to illustrate the tenets of UDL Framework and whether EdTech tools are limited by specific applications of UDL concepts).

Simple pie chart that reflects the percentiles of secondary educators who have discussed UDL Framework in PD or PLC meetings.

Data Collection Tool #2

Themes and insights will be graphically represented and organized in a chart and will include specific quotations that will serve as useful statements for enriching the value of this study.

Data Collection Tool #3

Simple pie chart that reflects the percentiles of students who have interacted with a specifically outlined list of EdTech platforms while working in distance learning/hybrid settings.

Multiple pie charts that reflect the percentiles of students who have positive, negative, ambivalent, or N/A opinions of specific EdTech Platforms.

Percentiles in graphic charts to reflect the use of distance learning (remote), hybrid, or fully in-person schooling.

Percentiles in charts that reflect the percentiles of students who have positive, negative, ambivalent, or N/A opinions of specific EdTech Platforms.

Follow up questions for qualitative data that will be organized graphically by value of insight on the subject of student perspective on support needed in the distance learning setting.

Follow up questions for qualitative data that will be organized graphically by value of insight on the subject from a student perspective on positive/negative experiences with remote learning.

Part 3. Reasoning for Representation of Data:

Pie charts and percentile charts are the most effective way to illustrate and reflect themes and patterns in this data, even as limited by the volume of survey participants available limits/skews the outcomes a bit. This process provides a rudimentary or introduction approach to the acquisition of more data of this sort which will lend a finer tuned degree of clarity on the subject (however, we are limited by our personal reach and access to participants of students and teachers). These graphic charts and organizers help us develop a broader understanding of the research and provide analytics that can illuminate critical issues or factors that affect how UDL Framework is implemented in distance learning environments.

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Do students feel that their voices are heard in a world language classroom?

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Do students feel that their voices are heard in a world language classroom?

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My third data tool will consist of a journal/notebook that I jot notes in as I pop into breakout rooms. I will be taking notes on my senior lit/comp class over the course fo the coming term. The notes will be only seen by me, and hand written. When I go into breakout rooms, I will be assessing how often people talk, if their cameras are on, and if they are able to stay on task *most* of the time ( over Zoom, it is impossible to ask students to devote 100% of their attention to a breakout room. In the classroom they get to side chat and be normal, this is really their only time for that)

Because I am looking at the discussion quality in general, I wont be breaking up the notes by group. I will be noting the specific day and discussion  group arrangement, but other than that I will make a pros/cons T chart and take notes on how they interact. I am mostly curious about the student comfortability  and how much they participate.

This research tool connects to my question of study because I get a real time account of how the breakout room discussions go. The surveys assess how the students feel at the beginning and end of the process, but the notes fill in the gap as they participate in discussions.

This tool might not contribute to my research if the notes show little to no variance in activity level. I think that could be an outcome to consider, too, that it may not matter if the small groups are randomized or students have a "table group"- they may just not respond to online discussions. However, the second data collection tool asks students about their experience with discussions- so maybe that covers that gap. There is also a bias because I am taking the notes, and my biases for random groups or table groups could influence the outcome of my notes.

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https://docs.google.com/document/d/1ivMSXNpKm9A-1QME16TvBhW_btrX3FkY2LchOzM8tlo/edit?usp=sharing

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We included our limitations and challenges into our original Google Doc. linked again below.

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Hey Griff, I'm glad I read about your data triangulation process, I like the ideas you presented. First of all, I think that your specific explanation of how you will handle organization of each piece of data shows that you've really thought this out. It seems like you know what will be useful to you when it comes to analyzing the data and you also show that you've thought of the reader in your data organization. Second, I like that you're going to making use of Google Form's data. I think it is quite useful and easy to read. This is something I will also be using for my data organization, and I think that it presents data in a very "user-friendly" way. I'm interested to see what you find and what it looks like at the end. Thanks for sharing.

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Andrew & Darin: Triangulation & Data Summary

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Andrew & Darin: Triangulation & Data Summary

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Triangulation & Data Summary + Synthesis & Initial Findings + Conclusions & Implications 

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Triangulation & Data Summary + Synthesis & Initial Findings + Conclusions & Implications 

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Updated 5/16/21

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Triangulation & Data Summary

For each of the three Data Collection Tools 1-3:

Process: Describe the step-by-step process of data analysis (from at least one sample set of raw data that you have collected thus far), in detail, including how you organized the data to make sense of it, i.e., How did you code the data? Quantify it? What were some categories or themes you identified?  What patterns did you notice?

The first data set is a survey administered to teachers regarding their experience and application of UDL framework practices. This survey specifically focuses on the distance learning environment and seeks to compile information about which edTech platforms are being utilized to support creating multiple means of action/expression, engagement, and representation. When paired against the student surveys, an interesting conclusion that takes shape is that some tools appear as more appealing or useful to teachers than when critiqued by students, such as Nearpod, Peardeck, and Padlet.

The second data set is a survey administered to students which assesses their experiences with various edTech platforms. Collecting this information from a range of secondary students who have interacted with different platforms in any/all of their classrooms and subjects allows us to analyze the efficacy and user experience of these devices for learning. The patterns that emerge from this data support a few conclusions, though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be. One major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures.

Our third data set is a qualitative follow-up with instructors whose experience with UDL framework elicits credible insight into how to incorporate it into their distance learning lesson planning. From these interviews, we have gathered some salient excerpts that elucidate key findings and perspectives.

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES!

See below for charts, graphs, and teacher interview testimonials/key findings:

Secondary Teacher Survey Results:

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES!

Student Survey Results (High School):

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES!

Student Survey Results (Middle School)

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES!

Teacher Interview Testimonials / Key Findings (anonymized):

“I always make sure that any directions given to students are given in multiple modalities. For example, they are available written out in a google doc, and they are voice recorded/video recorded for students to refer back to after our class meeting is over. It feels effective for students who are incredibly independent or have support from grown ups. But it is not terribly effective for many students.”

“Recently, my PLC has been having fun using GimKit as a way of challenging students. I used this early in the year as a way to review and demonstrate understanding of literary devices and techniques. It was pretty effective, though I find that gamifying learning can be really engaging in the moment, but that students often forget or abandon their findings/feedback once the activity ends. I try to be flexible in terms of how I provide options for my students. I am a strong believer in the SIOP method for enhancing academic language learning and supporting ELs, so I have been trying to transfer in-person activities like pairing activities (in breakout rooms), offering sentence starters and other framework, and sharing listening and speaking learning targets for each digital activity.”

“It has been a challenge! I have a student who has visual and auditory impairments. For the most part, I make sure that there are subtitles in my presentations, written and picture directions, and when we read a story, I always read it aloud or find a narrated version. When we assign projects, we let the kids submit basically anything so long as they include the required content.”

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

“Flexible due dates and interpretation of the assignment”

“I try to offer as much flexibility as possible in how students are able to produce work. Most assignments are structured to be completed and submitted digitally, but students are always welcome to complete them on paper and submit photos. For our final project for a unit we just finished, students could choose from a list of options for how to make a print advertisement - several digital tools (google slides, google drawings, Seesaw) or they could create an analog ad by drawing, using collage, etc. This has been relatively effective. Though my limited face to face time with students hampers my ability to provide constructive feedback to improve student work - so the quality of these projects often varies widely (more widely than if we were in person)”

“Some of my efforts here sort of mirror what I share below for engagement, but we have really set procedures and access points that do not change to help students navigate myriad digital tools. I do a weekly Learning Check with all my classes on Wednesday in order to track where they are with content, and also as a social emotional litmus test. On this day, I also schedule small group meetings to help clarify assignments and materials, and support students who may need more assistance in navigating tech, helping differentiate for those who need it, and helping them plan their strategy for approaching learning goals and tackling new challenges.”

“For action/expression I like to create assignments that students are interested in, and promote autonomy. This is crucial especially in online learning, where most of the time students are not being observed.”

“I love recording audio feedback on assignments. It's much more personal and something I can easily share in Canvas with my students. I am also BIG on self-assessment. Students read anchor papers, work in teams to critique work and share feedback on shared documents, and have a virtual folder of rubrics so they are always able to know where they stand, and chart a path for where they might like to land. I am very flexible and open in terms of delivery, so students are given options for how they can demonstrate their learning, and I try to give them agency in this process as often as possible.”

“I love using Nearpod for engagement with my students. It allows me to differentiate instruction via video, quizzes, art, games, and more. It has been pretty effective so far, with roughly 75-80% participation.”

“‘I am not familiar with UDL. I have heard the acronym before, but my district (and state, really) use different methods to evaluate learning. Our focus is based upon the 5+ Dimensions of Teaching and Learning, which is how we are evaluated by the state (https://www.k-12leadership.org/content/tool/5-dimensions-teaching-and-learning%E2%84%A2), and we are also practicing Culturally-Responsive Teaching and the SIOP method. We are fortunate in my District to have a large federal technology grant and they have embedded many virtual resources into the traditional classroom since the early 2010s. So, even though the terminology is different, we are still working in similar ways to consider student engagement and agency in student learning, so we can help foster independent, critically-thinking global citizens!”

“Knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have”.

“Spending synchronous class and office hours to build relationships with my students allows me to incorporate their interests into the lesson plans and curriculum.”

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Triangulation and Data Summary (SPRING QUARTER)

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Triangulation and Data Summary (SPRING QUARTER)

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Final Document

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Triangulation, Data Summary, Synthesis, and Initial Findings

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Triangulation, Data Summary, Synthesis, and Initial Findings

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Updated 5/3/21

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The Triangulation and Data Summary, Synthesis and Initial Findings, and Conclusions and Implications sections can all be found in the document below.

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Andrew and Darin: Synthesis and Initial Findings

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Andrew and Darin: Synthesis and Initial Findings

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Synthesis and Initial Findings

A large majority of the surveyed teachers expressed that UDL is an important consideration in their distance learning lesson design. The data also indicates that learning management systems (Canvas and Google Classroom) are perceived as efficacious by teachers for administering learning tasks that include multiple means of representation, action/expression, and engagement. Students also report a positive view of the learning management systems. Therefore, we can conclude that learning management systems are the foundation through which teachers can begin to implement UDL into their distance learning practice. The data also suggest that student perceptions of the learning platforms are varied. This is indicative of the need for a flexible LMS. With a flexible and easy to use LMS, teachers are more likely to incorporate varied means of representation, action/expression, and engagement options into their lessons and learning tasks.

We can draw connections between this quantitative data and statements about individuated student activities from the interview fragment, “knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have.”

Other key findings from our data that sync student and teacher perceptions of digital learning platforms include positive views towards Padlet, Kahoot, Google Docs, and Nearpod, though it is important to note that a near equal margin of students found these platforms to be ineffective, further exemplifying the case for varied offerings of learning platforms to meet student needs because there are such dichotomous results. The following quotation from a teacher instantiates the efficacy of a flexible and easy-to-use platform throughout one’s teaching practice:

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

The patterns that emerge from this data support a few conclusions. Though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be, one major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning, possibly because they are dynamic, engaging, and fun. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures.

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Data Tool 1-3, Data Triangulation and Study Limitations

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Data Tool 1-3, Data Triangulation and Study Limitations

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Synthesis and Conclusions from the Data Collected 

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Synthesis and Conclusions from the Data Collected 

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Synthesis and Initial Findings

A large majority of the surveyed teachers expressed that UDL is an important consideration in their distance learning lesson design. The data also indicates that learning management systems (Canvas and Google Classroom) are perceived as efficacious by teachers for administering learning tasks that include multiple means of representation, action/expression, and engagement. Students also report a positive view of the learning management systems. Therefore, we can conclude that learning management systems are the foundation through which teachers can begin to implement UDL into their distance learning practice. The data also suggest that student perceptions of the learning platforms are varied. This is indicative of the need for a flexible LMS. With a flexible and easy to use LMS, teachers are more likely to incorporate varied means of representation, action/expression, and engagement options into their lessons and learning tasks.

We can draw connections between this quantitative data and statements about individuated student activities from the interview fragment, “knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have.”

Other key findings from our data that sync student and teacher perceptions of digital learning platforms include positive views towards Padlet, Kahoot, Google Docs, and Nearpod, though it is important to note that a near equal margin of students found these platforms to be ineffective, further exemplifying the case for varied offerings of learning platforms to meet student needs because there are such dichotomous results. The following quotation from a teacher instantiates the efficacy of a flexible and easy-to-use platform throughout one’s teaching practice:

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

The patterns that emerge from this data support a few conclusions. Though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be, one major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning, possibly because they are dynamic, engaging, and fun. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures.

Data Analysis and Conclusions:

Our data, not surprisingly, paints a picture of the principles of UDL framework struggling to gain a firm foothold in the digital landscape. Engaging learners on every level of the neurodivergent and/or social emotional spectrum through distance learning has presented today’s teachers with a “moving target” that has few victories and much more uncharted territory to cover. Although many emerging edTech platforms and applications exist, both teacher and student alike seem plausibly unprovoked by some of their features and usages. That is to say, tools such as Padlet, Flipgrid, Kahoot and others offer dynamic approaches to learning and have plenty of room for development, they are perhaps fumbling to establish ubiquity that allows for users to move with ease from task-to-task, and every step in between can cause discrepancies or disparities in the dissemination of lesson plan materials.

Also unsurprisingly, our data suggests that Google Classroom, born from tech titans whose UX development leads the field of user-experience globally, seems to be an effective tool that students and teachers both enjoy navigating and engaging. Promising analysis of this includes methods for creating more equity and accessibility in education, primarily for students whose personal circumstances can often place them at a disadvantage during an in-person school year. Google Classroom allows for students to approach assignments, materials, direct messaging, feedback cycles, and collaborative projects at their own pace. For many students, this alone is preferable to aspects of in-person learning that challenge their learning styles in ways that are disengaging or discouraging.

Our data also suggests that PD meetings during the year of pandemic distance learning have not emphasized nor centered UDL Framework as a foundational aspect of praxis, perhaps due to an already overburdened administrative bandwidth, or because the entire landscape is so new that there isn’t a lot of data or perspective on how to incorporate UDL principles virtually. Our instinct to conduct research in this arena is surely borne out of a real-time necessity for accessing new approaches to the major concerns of lesson planning in a digital landscape, and ostensibly even the data suggests that the edTech sector will need more advancement in order to adequately support universal design for learning principles.

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Action Research Presentation

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