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1. In the UDL framework, what does the “Action & Expression” principle focus on, and how does it support the strategic networks of the brain?

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1. In the UDL framework, what does the “Action & Expression” principle focus on, and how does it support the strategic networks of the brain?

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The "Action and Expression" principle focuses on providing every student autonomy and choice in how they demonstrate their learning, and there are unlimited ways in which it can be implemented. For example, prior to reading this chapter, I presumed that this simply meant giving students choices of avenues to take in showing what they know (I.e. presentations vs dioramas vs writing a paper). However, this chapter expands on how action and expression can be enhanced through how we navigate assessment in the classroom. More traditional, standardized assessment methods such as summative assessment leave little room for students to "take ownership" of their work. Letter/number grades may be helpful in streamlining the grading process for educators, but aren't very helpful in helping students reflect on their learning. Formative assessment, on the other hand, offers more flexibility in how students demonstrate their understanding. It also provides opportunities for students to receive personalized feedback and reflect on their learning.

In this, Action & Expression supports the "how" of learning by introducing students to multiple methods of executing the same task, per se. By navigating different options and tools, learners can identify the methods that fit their learning styles best. This helps students learn how to create goals for themselves, practice self-management, and develop methods for monitoring their own progress. These skills as a whole are directly translatable to real-world problem solving, as well as learning across virtually all disciplines.

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2. In Montgomery’s lesson about percentage increase and decrease, he intentionally chose relevant content and allowed students to choose how to demonstrate their understanding. If you were teaching a similar math topic in a different cultural or socioeconomic context, how might you adapt his approach to ensure it remains relevant and inclusive for all learners?

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2. In Montgomery’s lesson about percentage increase and decrease, he intentionally chose relevant content and allowed students to choose how to demonstrate their understanding. If you were teaching a similar math topic in a different cultural or socioeconomic context, how might you adapt his approach to ensure it remains relevant and inclusive for all learners?

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One way I might adapt Montgomery's approach to teaching the % increase/decrease concept is by adding in the concept of decision-making and comparing options. For example, when we go to the grocery store, we are faced with several product options of various sizes and prices. Teaching students the concept of % increase/decrease in the context of an actual decision-making experience in grocery shopping simultaneously introduces students to personal skills outside of the classroom. To address accessibility to grocery store pricing, I would do my best to bring an authentic shopping experience using local prices/taxes to the classroom. This could be in the form of online shopping platforms, pricing catalogs, etc. In this way, students won't have to worry about transport to the grocery store for completion of the assignment and can focus on the learning experience.

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1. According to the chapter, what are two key strategies for enhancing student engagement in the UDL framework, and how do they support the affective networks of the brain?

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1. According to the chapter, what are two key strategies for enhancing student engagement in the UDL framework, and how do they support the affective networks of the brain?

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2. The chapter emphasizes the importance of providing multiple ways to sustain engagement, such as varying levels of challenge and fostering collaboration. If you were designing an online course for a diverse group of learners, what are some potential challenges you might face when applying these strategies, and how could you address them?

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2. The chapter emphasizes the importance of providing multiple ways to sustain engagement, such as varying levels of challenge and fostering collaboration. If you were designing an online course for a diverse group of learners, what are some potential challenges you might face when applying these strategies, and how could you address them?

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1. What does the principle of “Representation” in UDL address, and why is it important for supporting diverse learners?

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1. What does the principle of “Representation” in UDL address, and why is it important for supporting diverse learners?

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Representation in UDL accommodates learners' diverse learning styles, backgrounds, and abilities by encouraging educators to develop more accessible, student-centered teaching materials/styles. While students can be encouraged to reflect on their identities and backgrounds, we can do our part by incorporating the principle of representation into the way we present information. Representation engages the "recognition networks" of the brain which are responsible for making connections and recognizing patterns. Engaging these networks is important for supporting diverse learners because a) how information is presented to students impacts the quality of their learning and b) each learner is unique. Therefore, consideration is key.

Chapter 4 provides several examples for enhancing representation and accessibility in our teaching. For example, the size and color of text can be changed to accommodate learners with diverse visual abilities. In addition, incorporating both visual and auditory methods into our teaching is more inclusive of students with different preferred learning styles. It also encourages students to try different kinds of learning/study methods for different types of material/assignments. I attached a table from the chapter that was tremendously helpful to me in understanding how this can be applied.

Representation also means making learning possible for students outside of the classroom. In my experience, one of the best ways to interact with information I need to learn is by organizing it. Learners should be able to access, navigate, and organize learning material(s) independently. For example, I have included figures of complex physiological pathways in past lectures that help students visualize the concepts. When asking for feedback, I learned that some students found more complex figures difficult to digest outside of the classroom. From then on, I included summaries or narratives of the images to help guide their learning as they study the images on their own.

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2. The chapter suggests offering alternatives for auditory and visual information to reduce barriers. In a resource limited environment, how might you creatively provide such alternatives without requiring expensive technology or materials?

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2. The chapter suggests offering alternatives for auditory and visual information to reduce barriers. In a resource limited environment, how might you creatively provide such alternatives without requiring expensive technology or materials?

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In my experience, students have variable access to certain resources such as personal technology devices and internet. This can make it difficult for some students to access learning materials outside of the classroom. Therefore, I am a big advocate of learners creating physical study materials in-class that they can take with them when they leave. In-class study methods can also be altered so students can use them at home. For example, when teaching a college class, I have recommended that students who enjoy using in-class whiteboards take dry-erase markers to use in their dorms/homes (dry erase markers can be used and cleaned from windows and mirrors just the same as a white board!).

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2. The chapter suggests that offering multiple tools for expression can reduce barriers. In a blended learning classroom, what strategies could you use to balance giving students choice while also ensuring they meet the same learning objectives?

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2. The chapter suggests that offering multiple tools for expression can reduce barriers. In a blended learning classroom, what strategies could you use to balance giving students choice while also ensuring they meet the same learning objectives?

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In a blended learning environment, I think using rubrics could be a great strategy for ensuring that students meet the provided learning objectives while also having a choice in how they demonstrate their understanding of those learning objectives. Rubrics help bring the "most important" desired outcomes forward, allowing students flexibility in meeting course standards. In fact, I think the use of rubrics bring out some of the best creativity in learners. This "if it doesn't say you can't, you can"-style of assessment gives students an open canvas to show their knowledge in ways that feel genuine and intentional to who they are.

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1. According to the chapter, what role do clear learning goals play in the UDL framework, and why is it important to separate the goal from the means of achieving it?

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1. According to the chapter, what role do clear learning goals play in the UDL framework, and why is it important to separate the goal from the means of achieving it?

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2. The chapter emphasizes aligning assessments with goals to ensure fairness and accessibility. Imagine you are designing a science unit for middle school students with varying abilities in reading and writing. How could you design your assessments to measure the same goal equitably?

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2. The chapter emphasizes aligning assessments with goals to ensure fairness and accessibility. Imagine you are designing a science unit for middle school students with varying abilities in reading and writing. How could you design your assessments to measure the same goal equitably?

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1. Explain the three core principles of Universal Design for Learning (UDL) and describe how each principle connects to specific brain networks.

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1. Explain the three core principles of Universal Design for Learning (UDL) and describe how each principle connects to specific brain networks.

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The first principle of Universal Design for Learning (UDL) is engagement, which entails reaching learners through their interests. To me, this principle reads as interacting with learners in ways that promote critical thinking and provide a "why"/application of the learning to their real life experience. Providing students with tools unique to their learning style can strengthen their self efficacy and promote self-learning. Engagement stimulates the affective or emotional regions of the brain which process how we interact with and respond to our surroundings. Learning experiences can be enhanced when we have a say in the way we learn and express our understanding (autonomy).

The second principle of UDL is representation, or how we display information and convey concepts to learners. Learners utilize the recognition networks located in the posterior part of the brain to intake and process facts about their surroundings. There are a wide variety of learning styles. Some learn best when watching a demonstration or visual outline of a concept, while others may prefer listening to an explanation of something new. It is important to represent the material we intend to teach with the understanding that learners will recognize and connect with different concepts based on their personal experiences and prior knowledge. Representation in UDL entails promoting learning across all learning styles, abilities, and means of communication. Learners should be given opportunities for comprehending material in ways that feel authentic to their identities.

The third principle of UDL includes Action and Expression and is centered around how students learn and express their knowledge and understanding. The frontal lobes of the brain are responsible for helping us execute functions, or act on our feelings and knowledge. As somebody with ADHD, this principle sticks out to me as especially important, so I'm glad that UDL emphasizes its importance. Learners are unique in their motivations and personal goals. As such, educators should take this into consideration and provide students guidance with tasks such as setting goals and organizing time. Leaners should be given opportunities to reflect on their learner identities not only for themselves, but to provide teachers with knowledge for providing a personalized learning experience.