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Learning Menus: Giving Options & Independence

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Crystal Morey uses learning menus to provide students with independent exploration of concepts in her sixth grade math class. Each of her menus has options for an appetizer, main course and dessert task. While students work on their menu tasks, Crystal is able to pull aside a small group to work wit…

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Faculty Focus | Higher Ed Teaching & Learning

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Put simply, "people learn more deeply from words and pictures than from words alone" (Mayer, 2005). Multimedia theory posits the idea that people's brains more effectively integrate new information when they can receive that information in multiple ways. As we move towards a model of Universally Designed Learning (UDL), we're inviting students to acquire and share information in novel ways, and assisting them in linking their learning directly to their experiences, past, and future.

Our students are digital natives, necessitating an approach to teaching that effectively integrates the digital world they inhabit and prepares them to communicate effectively in the digital context. UDL and multimedia theory combine to form a potent solution. By using this framework in the post-secondary classroom, educators can simultaneously address a range of learning needs, foster a culture of learning that values multiple perspectives, work styles, and contributions, while also teaching the skills students need to become effective consumers and communicators of media. This readies students for a professional world that relies increasingly on digital media and communication to fuel values-driven innovation, collaboration, and productivity.

Here's how the principles of UDL can be integrated with multimedia theory in practice.

1. Multiple means of representation: give learners various ways of acquiring information and knowledge.

Here is a great resource, a UDL checklist, available to those interested in adopting the UDL framework. Looking at this checklist with multimedia theory as a lens can be of great help in planning the work your students will do to build knowledge and skills in your discipline. Also, don't forget, your students are digital natives and may be able to point you in the direction of resources related to your discipline that are worth considering.

There are benefits to all students when we integrate multimedia and UDL in our instruction. For example, Professor John Holland teaches a course called "Foundations of Teacher Leadership" in Mount Holyoke College's Masters of Arts in Teacher Leadership program. He crafts assignments and resources that present information in a multitude of ways and for every reading, there are multiple videos from which students can choose to gain similar and related information. It is important to keep multimedia theory in mind as you plan resources. As digital consumers, college students are used to taking in information from multimedia sources. Due to the engaging nature of multimedia storytelling, presenting information through multiple forms of media, we see that all students, not just those "targeted" by interventions, benefit when information is shared from multiple perspectives and in various forms-this creates more opportunity for understanding in different ways. As instructors, we are responsible for determining which resources are reputable and reliable and teaching our students to do the same. This enables them to develop learning strategies that serve them into the future, because they become "informed" consumers and innovative producers of that information. When we explicitly engage UDL and multimedia frameworks, we teach students the value of multimedia as a communication tool and we prioritize accessibility to information.

2. Multiple means of expression: provide learners alternatives for demonstrating what they know.

Our students are consumers of multimedia digital communication. If we are to effectively prepare our students for the 21st century workforce, it is essential that we also incorporate multimedia in the type of work we ask them to produce.

For example, Professor Holland gives students a menu of possible assignments worth varying points, including, but not limited to essays, blog posts, infographic posters, videos, podcasts, and Twitter chats. They are all designed for students to use personally relevant communication skills to show understanding of course content. In modeling the principles of UDL, Holland shows his students that these different types of activities are all valued, and they are not seen as "alternatives" for people who can't do the "actual" assignment. On the contrary, the assignments actually push students to participate in the larger conversation on a given topic.

As digital natives, our students can relatively quickly figure out how to create digital content that speaks to their communication styles and strengths. However, it is important to either teach students the skills to create alternative types of work, or give them the space to teach themselves. It is critical that we are holding students to high expectations of quality output. This requires us to be explicit in our teaching of the skills and critical of the resources we share with students. One great way to provide students with vetted resources is through a platform like Lynda, which many institutions have access to. Thinking about the skills and content you want students to master, you can then encourage students to use media creatively as a tool for demonstrating knowledge of your course material and engaging others.

Here are some additional resources and examples:

Ask students to create a lesson plan with supporting documents that would teach others about the course material they are displaying knowledge of-this requires mastery of the content, but also deep thinking about how to translate that knowledge to others

Have students create a mini-documentary that applies multimedia learning theory to convey their understanding

Have students produce a podcast

If you are interested, check out a short narrative about Michael's use of this principle in his middle school English Language Arts class.

3. Multiple means of engagement: tap into learners' interests, offer appropriate challenges, and increase motivation (" Three Principles of UDL," 2019).

This is where the other two principles unite to form one of UDL's central powers, that of engaging students. In thinking about working with and supporting an increasingly diverse set of learners, the idea of engagement is exceptionally important. By providing multiple means of engagement, for input and output, we increase the likelihood that students with different experiences, needs, interests, and passions will all find something to connect to. In doing so, we also engage our students more effectively, which has been shown to correspond to improved student outcomes (McClenney, Marti, & Adkins, 2012). There are multiple equally valuable ways of representing ideas-these cannot be seen as hierarchical. To adequately prepare students for the dynamic workplace challenges they will face, it is imperative to approach our classroom goals from a framework of UDL and multimedia consumption and creation to teach content and simultaneously equip students with 21st century skills.

One of the most valuable skills we can foster in our students, for their lifelong personal and professional well-being, is effective communication. Multimedia communication is accessible, relatable, and compelling given our society's current emphasis on digital culture. The use of multimedia and UDL are tools for helping students understand that learning is personal, that they should be discerning about where/how they consume information, that they should seek multiple sources/perspectives, and that there is value in representing your knowledge in ways that "speak" to you and to others. It is also especially important for adult learners who need educators to emphasize how class learning translates to practical skills-and this type of work prepares our students to be successful communicators in the workforce.
Gwen Bass, MEd, MA, PhD, currently serves as the director of the Teacher Leadership division of Professional and Graduate Education at Mount Holyoke and frequently presents on inclusive classroom practices, behavior management, child development, child welfare systems, parent education, measurement and evaluation of social emotional skills in schools, and trauma-sensitive teaching. Michael Lawrence-Riddell has been an educator in one way, shape, or form for the better part of the last three decades. He has taught high school in Brooklyn, elementary school in Boston, and middle school in Amherst. While at Wesleyan University, Michael majored in African American Studies and was actively involved in anti-racist activism on campus. It is when Michael is able to marry his passions for learning, history, social justice, and a better future that he is his most fulfilled. Michael brings these passions to his current work creating a multimedia, digital curriculum that looks at the histories and legacies of institutional racism. References
Brame, C. J. (2015). Effective educational videos. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

Hofer, M. (2015). UDL: A systematic approach to supporting diverse learners. Faculty Focus.

Kurzweil Education. (n.d.). Retrieved from https://www.kurzweiledu.com/udl-three-principles-p4.html.

Lowery, C. (2019) Multimedia learning for a new generation of educators. Multimedia Learning Theory: Preparing for the New Generation of Students, edited by Peter Jenlink, Rowman & Littlefield, pp. 69-84.

McClenney, K., Marti, C. N., & Adkins, C. (2012). Student engagement and student outcomes: Key findings from. Community College Survey of Student Engagement.

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Rao, K. (2015). Universal design for learning and multimedia technology: Supporting culturally and linguistically diverse students. Journal of Educational Multimedia and Hypermedia, 24(2), 121-137.

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Gwen Bass, PhD, and Michael Lawrence-Riddell

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UDL and 21st Century Learning | Faculty Focus

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Put simply, "people learn more deeply from words and pictures than from words alone" (Mayer, 2005). Multimedia theory posits the idea that people's brains more effectively integrate new information when they can receive that information in multiple ways.

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By Amanda Avallone, content manager for Next Generation Learning Challenges
Years before I became an educator, when I was still in college, I used to earn money for textbooks and living expenses by tutoring fellow undergraduates. I recall one student in particular, a freshman who had a degenerative eye disorder. He was losing his eyesight faster than he could learn to read braille, so his parents hired me to read his course materials aloud to him. It was a time-consuming and costly solution, but at least he did not have to withdraw from school.

Since then I have often thought of David and wondered how different his experience might have been today. Assistive technologies like text-to-speech apps, magnifiers, and audible books would certainly have made learning more seamless for him. Perhaps more important than the technological advances, however, is the way educators' mindsets have changed.

Back then, David's disability was perceived as his problem to solve. Learning was designed to suit a hypothetical "average student." Learner needs that fell outside of that arbitrary norm were often framed as deficits for the learner to overcome rather than flaws in learning design.

This edition of Friday Focus: Practitioner's Guide to Next Gen Learning explores one significant expression of a more inclusive mindset, Universal Design for Learning or UDL. Developed by CAST, the Center for Applied Special Technology, in the late 1980s, UDL originally focused on ways of using new technologies to provide better educational experiences to students with disabilities. Today it also serves as a key lens for learner-centered design. Based on the findings of neuroscientists, UDL is guided by three premises:

Learner variability is the norm, so educators should design for the fullest range of students possible

Learning design should incorporate multiple means of engagement, representation, and expression of learning

UDL benefits all learners, not just those with special needs

Letting Go of the 'Average Student'

The idea that designing for some mathematically derived "average person" is wrong-headed-and even harmful-is not new. Greek mythology, for example, tells the story of the cruel blacksmith Procrustes, who forced his guests to fit the arbitrary length of his iron bed, with horrific results, since no traveller was ever exactly the right size. Today the word Procrustean refers to any enforced uniformity that disregards natural variation or individuality.

Some might argue that the term applies to quite a lot of learning design. Harvard Graduate School of Education lecturer Todd Rose, for instance, points to the ways education is built on assumptions about the so-called average student. In his eight-minute speech " The End of Average," Rose explores new findings in brain science, discoveries that challenge the practice of looking at group averages in order to understand individuals. Traditional schooling, he argues, with its age-appropriate texts, standardized curriculum sequences, and arbitrary time constraints, still operates as if an average student exists.

In contrast, learner variability is fundamental to many next-gen learning models. Using approaches like mastery-based learning, personalized learning pathways, and opportunities for student choice and agency, educators in the NGLC network recognize the uniqueness of individuals and design learning accordingly. Such flexible, learner-centered practices align well with UDL's focus on creating multiple access points for all learners.

Kristin Wright, director of the special education division at the California Department of Education, has long been critical of the fragmented "programs mentality" of the past. "General ed and special ed were seen as separate-your students vs. my students," she said. "In places where we see schools and districts making strides, they really have embraced a culture of inclusion and not just for students with disabilities but as part of a core intent and mission of equity, from the superintendent and board on down."

"If you have your mind on equity, it's less about programs and more about opportunity and planning for the full range of learners in every classroom," Wright said. "We are moving toward recognizing that all students are unique, so whatever is built, is built with the intention of providing access points, not just creating an extra or separate program for students with disabilities.

"Start with good teaching that plans for the edges; then adapt and complement instruction as needed," she said. "Special education should supplement-not supplant-good first teaching."

Designing for Learner Variability and Access

"Get rid of barriers caused by the curriculum, and keep the challenge where it belongs."-CAST's UDL at a Glance video.

According to CAST, the organization that developed the Universal Design for Learning Guidelines, UDL provides a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL takes into account the brain networks that address the why (affective), the what (recognition), and the how (strategic) of the learning process. To support learners to become motivated, knowledgeable, and goal-directed, educators who design with UDL in mind provide all students with multiple means of engagement and representation, as well as action and expression of their learning.

The learning design elements expressed in the UDL guidelines might look familiar to educators who have embraced next-gen learning. Student choice and agency, for example, is a dominant theme in both the UDL framework and in the NGLC MyWays Student Success Framework's report on learning design. Similar to the competencies comprising MyWays' four domains, UDL emphasizes helping learners gain expertise in a broad range of capabilities, including goal-setting, planning, persisting, and reflecting.

To support learner engagement and motivation, the UDL framework recommends recruiting learner interest by providing choices in how a learning objective can be reached, along with guidance and support in exercising such autonomy. In addition to common choices like topics or tools, the guidelines suggest providing learners with discretion about the sequence of task components or inviting them into the design of the learning experiences and assessments from the start.

In keeping with UDL's emphasis on reducing barriers to learning, the UDL Guidelines for representation call for multiple and varied formats and modalities-adjustable by the learner-to ensure that information is equally comprehensible to all. This includes assistive technologies like text-to-speech software or variable speed recorders, but it also encompasses the broader range of how ideas and content are expressed. Making sense of unfamiliar symbols, graphics, photographs, vocabulary, and syntax may add significant learner challenges that are unrelated to the learning objective. According to the guidelines, inequalities arise when only a single form of representation is offered to all learners regardless of their background or ways of learning.

Similarly, the UDL guidelines regarding action and expression recognize that there is not one single optimal way for learners to express what they know. Composition is an essential skill, but in a world rich with media, communication includes a wide range of expression: text, speech, drawings and illustrations, music, and video. Having choice in modes of expression not only addresses media-specific barriers for learners with special needs, but it also gives all learners a varied repertoire so they can tailor communication to specific situations or audiences.

Like many next gen learning models, UDL also harnesses the potential of technology to support learner agency and access. Digital materials, for example, are readily customizable, empowering students and their teachers to choose alternative ways to access content, such as through captioning of video for the hearing impaired, adjustable font sizes and other visual displays, and on-demand translations or multilingual glossaries for language learners.

However, just as using a digital content platform is not synonymous with personalization of learning, the use of assistive technologies does not define UDL. Nevertheless, technology can be valuable for designing learning at the margins and overcoming barriers so that all students can succeed.

Building Capacity for Universal Design

To Wright, professional learning to support design "at the margins" requires a framework-like the UDL Guidelines-but also collaboration. "You have to have a framework of what it looks like," she said, "and you have to have purposeful discourse and planning time between general and special education colleagues."

In particular, Wright advocates for general educators and special educators to "work and train together from the beginning so that everyone is on the same page. Being able to rely on available expertise of special education colleagues," she said, "promotes collaboration and supports general education teachers in feeling confident that they can work with any kind of learner. Teachers can harness the expertise of their special education counterparts to collaborate on classroom strategies and specialized instruction for students with disabilities rather than take students away from opportunities to access learning alongside their peers."

In California, Wright sees "strong momentum" and evidence that more holistic and equitable approaches to meeting learner needs are in progress. California has adopted a more integrated model of preparing general and special educators, while both districts and charter schools are "flipping the approach from separating students and then gradually moving toward inclusion" to providing more accessible, universally-designed instruction to all. More broadly, Wright observed that educators at all levels and across general and special education are "joining forces to talk about one coherent system of education designed to serve all learners." Meeting the needs of all of our learners, she says, "is not just about adding another program. It has to be foundational" to all learning design.

Resources

Photos, from top:

Students use tablets to engage with their learning independently or collaboratively. (Next Generation Learning Challenges)

Learning design elements, from the UDL Guidelines. © CAST, 2018. Used with permission. All rights reserved.

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Ed Tech and Universal Design for Learning: Because One Size Fits None (Opinion)

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By Amanda Avallone, content manager for Next Generation Learning Challenges Years before I became an educator, when I was still in college, I used to earn money for textbooks and living expenses by tutoring fellow undergraduates. I recall one student in particular, a freshman who had a degenerative eye disorder.

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ELA.RH.6-8.2

Common core State Standards

ELA: English Language Arts

RH: Reading Standards for Literacy in History/Social Studies 6-12

6-8: 6th through 8th Grades

2:
Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior
knowledge or opinions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. Why is student choice an important part of differentiation?

2. How does the structure of an assignment (graphic organizer, website, brochure) help students summarize content?

3. How does Ms. Vagenas assess student learning after each phase of the project?

School Details

Queens School Of Inquiry
158-40 76TH RD
FLUSHING NY 11366

Data Provided By:

Teachers

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Student choice and differentiated learning are facilitated through the use of a learning menu that allows students to choose from structured, tiered tasks that demonstrate understanding of West African culture. Students choose three tasks that are structured as appetizers, entrees and desserts. Each appetizer addresses specific literacy skills while also allowing students to explore and investigate the content.

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K atie Novak explains why the implementation of universal design for learning (UDL) is best practice to increase engagement in all students

In 1922, my grandmother moved from Trois-Rivières, a city in Quebec, Canada, at the age of eleven. Speaking only French, and traveling with her older sister, she was determined to learn English once she arrived. Each day, after she finished her official au pair duties, she walked to the local market to teach herself English. Her textbooks? The handwritten signs posted above the food and day-old newspapers. Her teachers? The store owner and passersby completing their nightly shopping.

Before she died, she bragged that she was fluent in groceries long before she mastered conversational English. Her strategy was simple, she said. She befriended the store owner, who gave her the permission she needed to amble around the store, picking up fruits, vegetables, boxes of cereal, and newspapers. And if the signs did not exist?

She would pick up a shiny apple or a handful of walnuts and ask anyone who would listen, " Qu'est-ce que c'est? " She recalls the kindness of her strangers, always patient as they helped build her comprehension and provided her with feedback.

Without any formal education beyond third grade, Mémère became fluent in English because of her daily market visits. Knowing now what I know about education, it is clear that Mémère's "teachers" exemplified the principles of universal design for learning (UDL), a framework that provides options to ensure that all students have the opportunity to experience growth and success. Mémère got not just one way but a whole basket of tips and assistance to learn English.

The Building Blocks of UDL

The Every Student Succeeds Act (ESSA) urges states to adopt UDL in a number of areas. For example, it says assessments should be designed using the principles of UDL. It also requires schools to use the principles of UDL to support the learning needs of all students, including English learners (ESSA, 2015, Section 4104).

In a recent publication of WIDA Focus On, a series of bulletins on topics of interest to educators of English language learners, it notes, "Accessibility principles, including processes like Universal Design for Learning (CAST, 2008), can help educators rethink how they position language development support within activities." The building blocks of UDL include three core principles, which remind educators to provide options to ensure that all students have equal opportunities to access and engage with rigorous academic curriculum.

Provide Multiple Means of Representation

The first principle of UDL reminds educators to provide multiple means of representation to build knowledge and comprehension in all learners. In the case of my Mémère, she had manipulatives: pungent onions, stalks of celery, and newspapers that stamped her fingers with black ink. But that was not enough for her to develop and use English. In addition, she had options to build background knowledge by accessing visual support through pictures and words and accessing auditory support through conversations with individuals who encouraged her language expression.

She also had access to her native language, as the storeowner spoke French. We can foster multiple means of representation in the classroom by providing all students with access to visual support as well as the option to listen to texts in English via peer reading, audio books, and text-to-speech.

One of my colleagues, ELL teacher Cheney Harper, designed a lesson for her students on the rainforest and took them on a "virtual field trip." At the beginning of the lesson, Cheney welcomed all students at the door, which was decorated with a lush, green poster of the rain forest. She then opened up an "explorer backpack," from which she gave them each rain forest props to begin their rain forest scavenger hunt.

Each student received a scavenger hunt list, and they had to find twelve animals that live in the rain forest by searching around the classroom and in books. In the classroom, she had hidden twelve stuffed animals, each attached to informational text that provided details about the animals. As they found the animals, she identified the names of the animals (i.e., jaguar, caiman, speckled bear) and shared characteristics of the animals.

She then took them on a "rain forest tour" on the iPad so they could build more background knowledge on the rain forest. As they worked, they had access to translation software and dictionaries, so they had access to their native languages. Having access to the multiple means of representation allowed all students to actively participate in the activity, learn academic vocabulary, and engage with peers in a fun, meaningful way.

Provide Multiple Means of Action and Expression

It is not enough to comprehend information if there is no way to express it. Students need numerous methods to express their understanding as they develop into writers and speakers.

When we examine the Common Core State Standards, teaching methods, materials, and assessments are not outlined. This provides us with an opportunity to create multiple pathways to meet the same destination by providing students with options.

This is no accident, as the Common Core endorses UDL as the framework to support all students as they reach for the standards. The standards are only the "what." UDL is the "how."

There are many different paths to reach the same destination. We, as educators, need to embrace the many possible journeys that our students can take in order to arrive at the same place. Traditional assessments are one-size-fits-all and expect the same product from all students (i.e., everyone is expected to write informative text as a five-paragraph essay).

UDL encourages multiple options for expression and multiple scaffolds to help all students reach the goal. Take the anchor standard, "Write informative/explanatory texts to examine and convey complex ideas and information clearly."

Sentence frames, graphic organizers, collaborative work, exemplars, and the use of the WIDA English Language Development Standards provide necessary supports that allow all students to express what they know in inclusive, diverse classrooms while working toward the same standard. Additionally, since students master speaking before writing, educators may provide English learners the option to audio record their learning, supplement with visuals, or use voice-recognition software to scaffold the language process as they continue to develop into writers.

Provide Multiple Means of Engagement

Engagement is at the core of all learning experiences. If we want students to learn, we have to foster both attention and commitment by providing students with authentic, meaningful experiences in learning. All students need access to options that help them connect their own cultural backgrounds to new learning activities, as well as access to their peers to foster collaboration and community. In order to master a skill, one needs practice.

A lot of practice. Peers provide an amazing opportunity for English learners to practice speaking in the classroom. Just as my Mémère befriended countless customers at the market, our students need to interact with their peers.

From "do-nows" to brainstorming sessions to collaborative discussions, authentic opportunities to build language with others are what build a solid foundation to learn academic English. Teachers can observe these collaborative conversations, informally assess students, and give feedback on their language structures and use of vocabulary to provide additional means for action and expression in authentic settings.

These three principles of UDL-provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement-remind all educators to ensure that English language learners always have the option to build background knowledge, interact with information visually and auditorily, access rich scaffolds and supports to help highlight the patterns of language, and have numerous opportunities to express what they know in ways that are authentic and meaningful, all while experiencing the value of collaboration and feedback.

Of course, in the early 1900s, my grandmother had no concept of universal design for learning, nor did her teachers. David Rose, Anne Meyer, and their colleagues at CAST would not articulate the UDL principles until the very end of the century. But something happened in that marketplace which exemplifies what we want teaching and learning to look like today.

Now that we have a framework that is intertwined with our Common Core State Standards, WIDA briefs, and federal legislation, it is time to optimize and scale the framework in all classrooms. Let us make that happen so our students can experience the same magic that my Mémère did, as she learned to appreciate the power of language.

Katie Novak, EdD, is the assistant superintendent of the Groton-Dunstable Regional School District in Massachusetts and a leading expert on universal design for learning implementation. She is the author of four books, including UDL Now! (CAST Professional Publishing, 2016), Universally Designed Leadership (CAST, 2016), and Let Them Thrive (CAST, 2017). Learn more at http://www.katienovakudl.com.

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Why UDL Matters for English Language Learners - Language Magazine

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Katie Novak explains why the implementation of universal design for learning (UDL) is best practice to increase engagement in all students In 1922, my grandmother moved from Trois-Rivières, a city in Quebec, Canada, at the age of eleven. Speaking only French, and traveling with her older sister, she was determined to learn English once she [...]

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What does it feel like to learn and think differently? Watch these videos to see the world through your child's eyes. Kids of different ages talk about how it feels to learn and think differently - and what helps them thrive.

Hear how hard it is to complete a task when you have trouble focusing. Or how frustrating it is when your hand won't write what your brain is telling it to write.

Reading challenges: Videos of kids

Hear from kids about what it feels like to struggle with reading - and get insights from expert Julie Washington on how to help.

Math challenges: Videos of kids

Hear from kids about what it feels like to struggle with math - and get insights from expert Michèle Mazzocco on how to help.

Writing challenges: Videos of kids

Hear from kids about what it feels like to struggle with writing - and get expert insights on how to help.

Attention challenges: Videos of kids

Hear from kids about what it feels like to struggle with focus - and get insights from expert Ned Hallowell on how to help.

Organization challenges: Videos of kids

Hear from kids about what it feels like to struggle with organization - and get expert insights on how to help.

What causes these challenges, and how can you help if your child is struggling? Choose from the following skills to learn more:

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Through Your Child's Eyes tool from Understood: Interactive media to understand what your child with a learning disability or attention issue goes through.

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Teachers change brains. While we often don't think of ourselves as brain changers, when we teach we have an enormous impact on our students' cognitive development. Recent advances in educational neuroscience are helping educators understand the critical role we play in building brain capacities important to students' learning and self-control.

To understand how teachers change the brain, we need to begin with a reasonably new understanding of the biology of learning. The human brain is an experience-dependent organ. Throughout our lives, the cerebrum-the largest portion of our brain-fine-tunes itself to adapt to the world around us. The scientific term used to describe this is "neuroplasticity, " which involves three processes.

Proliferation is associated with brain building, and is highly dependent on childhood experiences like play, socialization and hearing stories read aloud. It involves creating new synaptic connections and fiber tract connections.

Prior to birth, proliferation is largely dependent on our genes, but once a baby is born, experiences in the external world exert their influence. The early years become the "set-up" period in which the brain maps and organizes based on the child's world. For example, the predominant language (or languages) and familiar faces, voices and objects will become the data the brain uses to build new cortical maps and their interconnections.

Pruning is another process involved in setting up the brain. Our efficient brains depend on eliminating connections that are not behaviorally relevant or useful. This competitive elimination process is also based on experience and results in pruning areas not used. This pruning includes reduction in unused synapses (new connections that represent new knowledge) and axonal fiber tracts (the highways that allow newly learned information to integrate with past knowledge and experience).

An example is the elimination of auditory perceptual connections that might be helpful for learning a foreign language, making it more difficult to learn a second language as we age.

Consolidation is the third process occurring during early brain maturation, which helps us respond to things automatically, without thinking. The human brain is a statistical analyzer. After thousands of repetitions of slightly disparate stimuli, it begins to map for commonalities. That allows the brain to develop anticipatory response patterns, or a set of common reactions, which minimize effort and increase speed and efficiency.

It is through these set-up processes that the brain efficiently adapts to each different environment. Scientists used to refer to the early set-up years as a "critical period," but they now recognize that brain building continues throughout life, albeit at a slower pace and less dramatically as we age.

So this early set-up stage-occurring from birth to age five-is now often referred to as an "optimal" or "sensitive" period because the brain can continue to proliferate, prune and consolidate after the period ends, with the right kind stimulation. Hence, the role of teaching.

After the optimal period ends, teachers can maximize this neuroplastic process through content, intensity and methodology.

Content: The "what" of teaching

We start with educational content. Of course, content must be appropriate to students' age and prior knowledge, but students also need supportive cognitive capacities.

For example, attentional skills, working memory and processing skills are essential for learning. When a student has issues with one or more of these skills, it affects academic performance irrespective of the teacher's skill.

This is an area where scientific research guides us to select not only the most effective content, but, when necessary, neuroscience-based interventions to build cognitive capacities.

Finally, as learning proficiency improves, the teacher must continuously adapt and personalize the instruction to match the student's level of knowledge and ability.

Intensity: The "when" of teaching

Repetition is essential for learning. It assures mastery and efficiency with the content. This is why educational neuroscientists often state that "practice makes permanent," in contrast to the more popular "practice makes perfect."

For this reason, instruction and practice must occur with enough frequency and intensity to drive brain reorganization. We might simplify this as the "when" of teaching, although it also includes "how often" and "how long" a given topic is taught. For the most part, content can be incrementally delivered over weeks and years because we are adding to information already stored and organized for efficient processing. For example, vocabulary building continues over a lifetime as long as new vocabulary items represent familiar concepts in our native language.

At the same time, teachers are also driving the brain to reorganize. Good examples are the intensity needed to learn a new language or to address structural differences in the brain associated with poverty. A student who is an English language learner, for example, must be able to perceive the speech units of English and internalize that set of sounds, in addition to learning vocabulary and grammar.

For children of poverty, limited experiences can affect cortical maturation in the language and other areas of the brain important for learning. Because approximately 80 percent of teaching involves the teacher speaking and students listening, that language rich environment can help to build those language areas that are not as mature among children of poverty, as long as the language level the teacher uses matches that of the student with limited language experiences.

Early reading teachers also understand that students need to be able parse words into their component sounds before they can match letters to sounds for decoding. Research suggests that for some students, the inability to perceive those speech sounds may interfere with learning to decode so supplementary interventions that emphasize those skills can be very helpful to "ready" the student to learn.

Methodology: The "how" of teaching

The acronym ReNEW (Reinforcement, Novelty, Enhanced attention and Well-being) summarizes how teaching drives the brain to change after the optimal period. Brain research on the effects of teaching has looked at the impact of naturally occurring chemicals in the brain that are driven by environmental factors leading to neuroplastic change.

Reinforcement and novelty. An important neuromodulator of brain plasticity is dopamine. Dopaminergic systems act as the "save" button in the brain. Dopamine released during carefully timed and structured reinforcement, as well as during novel experiences, increases the likelihood that newly-learned information will be retained permanently.

Attention. A learner will not benefit from our instruction unless they actively attend to us-meaning it pays to shake up your teaching sometimes. Attention is enhanced when neuromodulators like acetylcholine and norephinephrine are stimulated through educational interaction that is engaging with some novelty. We might call this the "wow" factor. Teachers can enhance attention by simply maintaining eye contact, moving around the classroom, interacting with students and assuring that before any instruction the students are engaged.

Well-being. Serotonin is associated with a feeling of well-being and is a powerful modulator of neuroplasticity. As teachers, we are very familiar with the importance of enhancing students' sense of trust and confidence in the educational process, which can help increase serotonin levels in a positive way.

Teachers do not just impart information, although that is certainly part of what we do. Teachers are also drivers of neuroplastic change through the targeted, systematic consideration of the content we include, the intensity of our instruction and assurance of adequate repetition. Effective teaching-and, when necessary for struggling students, neuroscience-based interventions-enable us to reach every student.

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I'm a Neuroscientist. Here's How Teachers Change Kids' Brains. - EdSurge News

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Teachers change brains. While we often don't think of ourselves as brain changers, when we teach we have an enormous impact on our students' cognitive development. Recent advances in educational neuroscience are helping educators understand the critical role we play in building brain capacities important to students' learning and self-control.

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School Details

Ps 170
1598 Townsend Avenue
Bronx NY 10452

Data Provided By:

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PS 170, an early elementary school in the Bronx, sets high academic standards for its students, many of whom are English Language Learners. Watch as teachers collaborate to design powerful practices that support students' academic growth and build their confidence as independent thinkers.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.

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[This is an update of a popular post written by Ryan Skinner a few years back. We wanted to add a bit more value, linking to new examples and making new suggestions. Hope you like it! If you do, you may also like our whole content marketing agency site. And these posts on infographics in marketing:]

The Client and the Infographic - an interview with SignalNoise.

Data Comes From Anywhere - an interview with Jer Thorp data artist

Six Infographics That Our Designers Love - some wonderful ones here

What's A B2B Infographic? - some tough questions.
Lots of information to share? Making an infographic? Here are 14 ways to visually organize your information, with examples and tips on when to use them.
There are two ways to discover the best way to go about presenting information or a story visually:

1. Get to know your data or story intimately. Rake your zen garden, and ask yourself "what does my data want to look like?"

2. Go through hundreds of infographics and try to see if any of the better ones are a good fit for what you want to do, or say.

For this post, I've tried to do the latter for you (if you want to cultivate your zen garden, I can't do anything for you).

The process:
I went to Visual.ly (an excellent source for infographics, and the community around them) and reviewed a couple hundred of the most popular infographics by pageviews. This trawl revealed 14 visual metaphors. Here I'll share them, and answer a few questions for each:
When does a particular visual approach really work? What's worthwhile keeping in mind, from a design perspective? What are a few good examples?
The 10 + 4 Visual Conceits

Anatomy

An anatomy visual or infographic provides an annotated exploration of the contents of a large and complicated object or idea. It can either be metaphorical (like the "Anatomy of an SEO" infographic below) or straight (like the "Anatomy of a Perfect Website" infographic below).

When do you use it? Any time you want to educate about something with many moving constituent parts, which are not widely or easily understood.

Design notes: Although our goal is to illustrate and elucidate complexity, you need to resist the temptation to get too detailed and explicit.

Some examples: SEOMoz Anatomy of a Search Marketer, Anatomy of a Perfect Website, The delightful Imaginary Factory series by Jing Zhang and The Brain of a Beginner Blogger by Infolinks.

Timeline

These are great to demonstrate (or create) a series of cause and effect relationships, or evolution.

When do you use it? Whenever change over time is your main point

Design notes: Do you start late and work backwards or do you start early and work forwards? Generally the latter, unless the point you're trying to make concerns the historical roots of something. Pay attention to time scale - try to conserve gaps and bunches.

Examples: Battlefield vs. Call of Duty Timeline and The Inception Timeline (hint: it ain't straight)

Timeline Sub-genres:
History of... example: History of Alarm Clocks

Evolution of...example: The Evolution of the Geek

Taxonomy

Like this post, we all try to classify things. Somehow bucketizing stuff puts our chimp minds at ease. It also allows you to communicate breadth AND depth.

When do you use it? If you want to clarify significant and recognizable differences between sub-groups

Design notes: Use this only if you have multiple elements that differ on many different axes (if you have only two things, you may want to use side-by-side comparison (below); if only one axis, maybe scale (below))

Examples: Nuts & Bolts of Chart Types and a new favourite: The Magnificent Multitude of Beer by PopCharts Labs and their 200 Super Powers chart.

Taxonomy Sub-genres:
Periodic Table example: The Periodic Table of SEO Ranking Factors, The Periodic Table of Swearing

Tree example: Eloqua Blog Tree

Map

Maps are fucking great. I love them. You can find out where you are, where you're going and where...other stuff is. Nothing provides spatial and conceptual context quite like a map.

When do you use it? Whenever you want to communicate proximity, distance and direction between a number of different items, or data points.

Design notes: If you can pack significance into the layout of your map (that is, distances, objects and sizes all have meaning), the better it'll be.

Some examples: Flowtown Social Networking Map, The Creative Process Map and The amazing, interactive Distance To Mars demonstration by David Paliwoda and Jesse Williams.

Enjoying the post? I hope you'll share it with like-minded people. Tweet it. LinkedIn share. Or like it.

Chutes and ladders

You know the game - you jump forward and slide backwards seemingly by chance, always struggling from start to finish. Participants proceed through one-part design and one-part chance.

When do you use it? When you want to explain a process, wherein pretty much everyone wants to start and end at the same place (but the route from start to finish is highly variable)

Design notes: Generally there's little debate about the steps along the way; spend your time and effort on the leaps forward and backwards, because those will draw the most attention.

Examples: Credit Report 101 and Marketing Chutes and Ladders by Insightera.

Space equals space

It's one of the first lessons from nursery school: some things are big, other things are little (but only compared to each other). The space equals space infographic plots two or more things against each other using the same scale.

When do you use it? Whenever you want to communicate the relative size or number of disparate things, because the relationship is unexpected or interesting

Design notes: Often it's great to set a baseline, then compare and contrast with that. Changing the baseline can be confusing.

An example: What's Smaller Than Apple and How Big Are the Game of Thrones Dragons.

Scale

Everything in the universe, no matter how unique, is on a sliding scale - we must just ask ourselves what the scale is. For example, a pink unicorn is on a sliding scale from "is a pink unicorn" to "is not a pink unicorn" where most things in the universe are towards the endpoint of the second group.

When do you use it? Anytime you want to prioritize or rank a number of objects against a criterium that your audience will particularly like

Design notes: Top-down scales will tend to make the top look good, and bottom bad; side to side rankings will not give one end of the scale preference.

Some examples: The Likability of Angry Birds, The Trustworthiness of Beards

Side by side comparison

We all know the basics of this visual from the classic feature table. You start by selecting a model or example on the top, then you go down the chart to see what that model does or does not have. The point of these is easy comparison.

When do you use it? Whenever you have a limited amount of items that you want to compare or contrast quickly.

Design notes: When you go down to two elements, these elements will often end up looking like they are in conflict.
An example: Geek vs. Hipster
Decision tree

These can be fantastic when they are straight, and these can be fantastic when they are comic. They are designed to answer every possible circumstance with an appropriate answer.

When do you use it? Decision trees are great for guiding people mentally and visually from an indeterminate starting point to any one of many different end-points.

Design notes: You will need to structure each point to have only one or two closed-ended (easy to answer) responses, end with a concrete recommendation and come to a conclusion very quickly.

Some examples: Should I accept that friend request?, Should I wear sweatpants?, Do you have to wake up yet?

Venn Diagram

The Venn diagram comes from the philosopher Rudolf Venn-Herschelderferer who never lost a fight; he just added another layer of complexity. In all honesty, these diagrams are about forcing people into trade-offs. You can't have it all, have it all pure and have it altogether, ever.

When do you use it? When you want people to see that a situation has no ideal scenario, but rather a series of trade-offs and compromises. Or to show a Sweet Spot where two zones overlap.

Design notes: I've never seen a successful Venn diagram with more than max. four big circles. Doesn't mean it's not possible, but I'm just sayin'.

An example: How would you like your graphic design?
And there's a great collection of Venn diagrams on this Tumblr: Venn Diagrams Fuck Yeah

Like this post? Share it and we can do more!
Or check out our B2B Content Marketing Strategy Checklist.

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This is an update of a popular post written by Ryan Skinner a few years back. We wanted to add a bit more value, linking to new examples and making new suggestions. Hope you like it! If you do, you may also like our whole content marketing agency site.

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We all learn differently, among other things, depending on how the information is presented to us. Moreover, having any sensory disabilities (e.g., blindness) might prove that trying to deliver education in a unique format, however optimal that might be, will never reach its entire audience.

After introducing you to the general principles of Universal Design for Learning (UDL) (see Universal Design: Principles and Application in Education), I would like to expand a little more on the Multiple Means of Representation guideline of Universal Design for Learning (UDL) and how it can be implemented. The content is adapted from the Center for Applied Special Technology's (CAST) Universal Design for Learning framework and UDL Guidelines.

This guideline refers to the What of learning as it relates to the recognition networks - specialized networks to sense and assign meaning to patterns we see - that influence people's ways of learning. For this guideline to be applied effectively, educators must focus on presenting materials to students in diverse formats. The end goal of this principle is to have students that are resourceful and knowledgeable. For this, educators must focus on a number of aspects.

Offer ways of customizing the display of information: Make sure to display your information in formats that allow for flexibility. To ensure accessibility for as many learners as possible, your materials need to offer the following options:

Resizable text, images, and other non-text content

Compliant Color Contrast -to ensure people with colour blindness and low-vision can properly perceive the information displayed

Adjustable volume and speed for videos and animations

Offer alternatives for auditory information: Make sure all learners have access to auditory content. Include the following in your auditory activities:

Closed Captioning

Transcripts

Sign Language for live events

Math and Music notations

Visual or tactile equivalents for voices and sounds

Offer alternatives for visual information: Make sure all learners have access to visual content. Include the following in your visual activities:

Written or spoken descriptions for all visual content- except for purely decorative images and animations

Tactile and spatial models to convey perspective or hands-on interaction

Auditory cues for concepts

Clarify vocabulary and symbols: To ensure a shared understanding can be achieved, you need to make sure the content is accessible to students with varying skills and backgrounds. Consider the following parameters in your activities:

Create a glossary that students can access to verify the meaning of certain words and expressions-archaic expressions, discipline-related terms in a foreign language, idioms, slang, and culturally exclusive sentences should be explained and translated

Include Alt text for relevant graphic symbols and imagery

Provide hyperlinks and other sources where students can learn more about semantic expressions necessary for the understanding of the subject matter

Clarify syntax and structure: To ensure all learners have access to different semantic constructs, you need to clarify unfamiliar syntax by providing alternatives such as:

Give specifications of structural and procedural relationships-with mind maps, for instance

Emphasize connections to previously learned content

Support decoding of text, mathematical notation, and symbols: When decoding certain symbols is not construct-relevant for the lesson, course, or activity, educators must reduce decoding barriers to ensure all students have access to the content. Consider the following in your activities:

Allow the use of Text-to-Speech

Use MathML

Use digital text with human voice recording (podcasts, audiobooks, etc.)

Allow for access to multiple representations of notations where appropriate
Tip: When in doubt about allowing access to certain tools and software, think about the learning objective you are trying to evaluate. When having a chemistry quiz, are you testing students' ability to retain all elements on the periodic table or are you testing the way they solve a problem? If it is the second, you can allow for students to access their periodic tables during the quiz, so they can focus on solving the problem instead of panicking about having forgotten the valency of sulphur

Offer clarifications and lists of key terms as needed

Promote understanding across languages: Even if most curricula are monolingual, often classrooms are not. To foster cross-linguistic understanding and connections:

Make key information available in other languages, as much as possible, and in sign language for learners who are deaf

Link key vocabulary to definitions and pronunciations from dominant language to heritage language

Allow for the use of dictionaries in the classroom

Provide visual support for vocabulary clarification (photos, symbols, videos, etc.)

Illustrate through multiple media: Text is still the dominant form of presenting information in the classroom. However, text does not fully support learners with text- or language-related disabilities. Thus, it is highly recommended to do the following:

Present key concepts with an alternative form-text or equation accompanied with a graphic, animation, video, comic strip, among others

Activate or supply background knowledge: Barriers to knowledge exist when learners lack the background to integrate new information, but also for those who, even while having said background, don't know how to discern what's relevant or not. To help students activate previous knowledge:

Use advanced organizers to link previous background to new information

Pre-teach relevant prerequisites

Demonstrate relationships with models, role-plays, case studies, analogies or metaphors

Make cross-curricular connections-apply digital literacy skills in the physics classroom

Highlight patterns, critical features, big ideas, and relationships: To help learners gain the ability to discern between what is relevant and what isn't:

Use organizers to emphasize key elements in texts, graphs, formulas, charts, etc.

Use multiple examples and non-examples to highlight critical information

Highlight previously learned skills that can be used to solve unfamiliar problems

Guide information processing and visualization: To help students transform information into usable knowledge, you can assist them in developing cognitive and metacognitive strategies (see Develop your metacognitive skills). To do this:

Provide clear prompts for each step in a sequential process

Offer diverse possibilities for organizational methods (tables and algorithms for processing mathematical operations)

"Chunk" content into smaller elements to retain learners' attention

Gradually release information (e.g., sequential highlighting, scaffolding)

Remove superfluous distractions unless they are essential to the learning objective

Maximize transfer and generalization: Students need to know how to generalize and transfer their learning to new contexts. To assist learners, you can create tools and use strategies that support memory, generalization, and transfer. Some options include:

Offer worksheets, organizers, sticky notes, electronic reminders, etc.

Encourage the use of mnemonic strategies (e.g., visual imagery, paraphrasing strategies, etc.)

Offer clear, supported opportunities to generalize learning to new situations (e.g., using physics principles to build a playground)

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Universal Design for Learning: Multiple Means of Representation

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We all learn differently, among other things, depending on how the information is presented to us. Moreover, having any sensory disabilities (e.g., blindness) might prove that trying to deliver education in a unique format, however optimal that might be, will never reach its entire audience.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently.

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Universal Design for Learning: Multiple Means of Action & Expression

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Finding your way through a learning path can be challenging, as we all differ in the way we approach learning. On top of that, expressing what we have learned might not be an easy endeavour for all of us.

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At a time in life when most of us are desperately trying to blend in, I struggled in elementary school because I stood out. A first-generation American, I was one of a handful of students that didn't come from the same background and experiences as many of my peers. At the time, I didn't realize that my fears in the classroom were born from feeling different.

School had me navigating the pressures of belonging in the ways that are typical to adolescence -wearing the right clothing labels or having the popular school supplies, when both were a challenge to my family's budget. As the child of immigrants, I was also struggling with not wanting to bring my friends home because it smelled different, both my parents worked and they spoke another language. Culturally, I felt stuck in between the worlds.

Often there were times in class when I knew the answer, but I would sink down in my seat and not make eye contact for fear of being called upon. Literary texts would reference social situations that I was not familiar with, and my immigrant parents were also at a loss as to how to help me. I was outspoken and social on the playground, but in the classroom, I didn't want to, or even feel like I could, fail in front of others for fear of not being popular or being made fun of or, worse, disappointing my parents who sacrificed so much to be here.

Teachers and their relationships with students are at the heart of personalized learning. During my transition from elementary school to junior high, I had two of the most amazing teachers that took the time to understand me, not just academically, but personally. Through that deeper engagement, they understood my concerns and worked to create a learning environment that encouraged my voice and drew out the ways I felt comfortable contributing. And overtime, their approaches to address my personal needs and abilities, strengthened my confidence and helped me to discover my unique skills and ways that I learned best.

Eight ways my teachers encouraged student voice:

1. Lift up under-engaged voices. Listen to students whose voices are seldom heard, including students from minority groups, who have different cultural backgrounds, lower grades or socioeconomic status or seem quieter around their peers.

2. Give kids more discussion time to explore and develop their ideas. It's tough to formulate an opinion on something when you're still trying to figure out what it is. Providing that time to process and discuss with others will not only deepen understanding on a topic but will also provide time to hear other's perspectives.

3. Allow for creative expression. The most powerful expression of voice is not only in thought, but in how those thoughts are shared. Give kids the opportunity to articulate their voice in the most powerful way for them - art, poetry, video, a paper, activity - that can demonstrate evidence in their learning and understanding.

4. Writing in the voice of others. Encouraging students to take on the voice of others can help students to develop empathy and be open to other perspectives.

5. Make lessons personally relevant. Kids have diverse backgrounds, experiences and passions. Giving students an opportunity to provide voice where they know and understand what their voice is, can help to make life connections and build confidence with familiarity.

6. Reward risks and recognize those who speak up. Creating a classroom culture where students are rewarded for taking risks and showing courage can foster a more open and participatory learning environment.

7. Encourage debate. Create curious learners that can formulate through research, listen to and engage in respectful discourse. Articulated arguments foster a stronger voice.

8. Engage different forms of leadership. Leadership is not always demonstrated through outspoken students. Kids can demonstrate leadership by teaching and mentoring others, visual storytelling or through school/community volunteerism.

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At a time in life when most of us are desperately trying to blend in, I struggled in elementary school because I stood out. A first-generation American, I was one of a handful of students that didn't come from the same background and experiences as many of my peers.

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Digital Tools for Action and Expression – SchoolVirtually

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Practice in Action

What Is It?

Developing Self-Expression and Creativity involves using technology tools to produce a variety of creative works. Activities usually begin with a central theme or content area focus-for example, literacy for storytelling, journals and publications, science and math for reports, and arts through digital images and video production. Students work together in groups, with the instructor guiding the activity and assisting the groups. By completing these technology-enriched activities, students develop and enhance their technology skills.

What Do I Do?

Decide whether the project or product will focus on literature, science, math, art, or a combination of content areas. Consult with the school-day teacher to get ideas for an activity that will be enriching to a specific content area or theme that is currently being taught. Work with students to decide on an appropriate project or product. Tap students' interests, and include them in the planning process to increase their sense of ownership and participation in the activity. Form small teams or groups that are appropriate for the activity and your students' age level. As the project progresses, make any necessary adjustments and look for extension opportunities. When the project or product is complete, students could present their work to their families, friends, and the larger community. Evaluate the overall project experience, and plan the next one. After school programs have had success with a wide range of projects that connect to many subject areas and interests. Some examples include:

Writing projects that use the World Wide Web (poetry or journalism)

Video and multimedia projects that feature performing arts, writing, design, editing and animation (see example video on this page)

Photography (digital and other formats)

Music composition, recording, production, and engineering

Documenting performing arts performances or presentations

Technical aspects of the performing arts such as set design or lighting

Remember that assessing student skills, completing the activity, and determining computer needs are all part of the planning process. Getting Started: Considerations for Activity Planning (PDF) will help you get underway

Why Does It Work?

Students build independent thinking skills, gain ownership, and learn from one another when they are engaged in creative challenges.

Planning Your Lesson

Great afterschool lessons start with having a clear intention about who your students are, what they are learning or need to work on, and crafting activities that engage students while supporting their academic growth. Great afterschool lessons also require planning and preparation, as there is a lot of work involved in successfully managing kids, materials, and time.

Below are suggested questions to consider while preparing your afterschool lessons. The questions are grouped into topics that correspond to the Lesson Planning Template. You can print out the template and use it as a worksheet to plan and refine your afterschool lessons, to share lesson ideas with colleagues, or to help in professional development sessions with staff.

Lesson Planning Template Questions
Grade Level
What grade level(s) is this lesson geared to?
Duration
How long will it take to complete the lesson? One hour? One and a half hours? Will it be divided into two or more parts, over a week, or over several weeks?
Learning Goals
What do you want students to learn or be able to do after completing this activity? What skills do you want students to develop or hone? What tasks do they need to accomplish?
Materials Needed
List all of the materials needed that will be needed to complete the activity. Include materials that each student will need, as well as materials that students may need to share (such as books or a computer). Also include any materials that students or instructors will need for record keeping or evaluation. Will you need to store materials for future sessions? If so, how will you do this?
Preparation
What do you need to do to prepare for this activity? Will you need to gather materials? Will the materials need to be sorted for students or will you assign students to be "materials managers"? Are there any books or instructions that you need to read in order to prepare? Do you need a refresher in a content area? Are there questions you need to develop to help students explore or discuss the activity? Are there props that you need to have assembled in advance of the activity? Do you need to enlist another adult to help run the activity?

Think about how you might divide up groups―who works well together? Which students could assist other peers? What roles will you assign to different members of the group so that each student participates?

Now, think about the Practice that you are basing your lesson on. Reread the Practice. Are there ways in which you need to amend your lesson plan to better address the key goal(s) of the Practice? If this is your first time doing the activity, consider doing a "run through" with friends or colleagues to see what works and what you may need to change. Alternatively, you could ask a colleague to read over your lesson plan and give you feedback and suggestions for revisions.
What to Do
Think about the progression of the activity from start to finish. One model that might be useful-and which was originally developed for science education-is the 5E's instructional model. Each phrase of the learning sequence can be described using five words that begin with "E": engage, explore, explain, extend, and evaluate. For more information, see the 5E's Instructional Model.
Outcomes to Look For
How will you know that students learned what you intended them to learn through this activity? What will be your signs or benchmarks of learning? What questions might you ask to assess their understanding? What, if any, product will they produce?
Self-Evaluation
After you conduct the activity, take a few minutes to reflect on what took place. How do you think the lesson went? Are there things that you wish you had done differently? What will you change next time? Would you do this activity again?

Sample Lessons

Digital Storytelling (1-12)

Students create original stories that include text, drawings, photos, animation, audio, and video, and use technology tools, such as digital cameras and computers, to bring their stories to life.

Duration: Several sessions

Learning Goals

Enhance communication skills through asking questions, expressing opinions, constructing narratives, and writing for an audience

Develop and strengthen computer skills using software that combines text, still images, audio, video, and other media

Materials Needed

Choose the technology tools that are appropriate for the skill level of your students. The following are some basic recommendations:

One computer for every 2 to 3 students

Word processing software and presentation software such as PowerPoint; some recommendations for Mac and PC platforms can be found in the Resources tab

Digital cameras

Tool for voice recording (most computers have this feature)

Post-it notes or index cards and poster paper to use for creating the storyboards

Internet access for instructor and student computers (optional)

Electronic projector for instructor computer (optional)

Microphones (optional)

Scanner (optional)

Preparation

Instructors should determine students' computer skills level and select appropriate technology tools. Instructors also should be familiar with multimedia software applications and equipment, or enlist the help of a volunteer who is.

What to Do

Introduce students to digital storytelling.

Ask students what stories they first remember hearing. Who was the storyteller? What were their favorite stories? Which did they like telling themselves? Lead the discussion to digital storytelling. You may choose to project on screen examples of digital stories linked to from the Resources tab.

Explore some story ideas.

Draft a story (on paper) based on the chosen idea.

Remind the class that they may make changes to the draft at any time. For younger students in particular, review basic storytelling concepts (a story has a beginning, middle, and end, for instance).

As you guide your students through the storytelling process, use the seven main elements of digital storytelling, created by Joe Lambert, co-founder of the Center for Digital Storytelling. Visit the Resources page to read Lambert's Digital Storytelling Cookbook.

Remember that the story-not the technology-should drive this project. Although audio and visual media may enhance certain aspects of a story, students should focus on how best to communicate what's at the core of their story.

Different students can develop different parts of the story. Also, if this is your students' first experience with digital storytelling, keep the story short-no more than three minutes in length.

Introduce students to storyboarding.

Note: Working from a single computer with projection to create the group story would be greatly enhanced by use of an interactive whiteboard.

Help students prepare their final draft.

Break the class into small groups based on age and skill level. Ask each small group to develop one or two pieces of the storyboard. One group will be in charge of assembling the pieces into one story using PowerPoint or another software application.

If the group wishes to record narration, ask them to divide the story so that everyone gets to read. Before recording, demonstrate how to narrate effectively. Discuss the differences between using emotion and no emotion in your speech, and what effect quick or slow speech has on the story. Suggest that students practice the narration before recording.

View the group's story, then have students share their project with other students, teachers, and their parents.

You can also share the community story with the community by posting it on your local Chamber of Commerce Web site, for example. If time allows, plan a follow-up activity in which students will develop individual stories.

Explain the value of collaboration in creating a digital story.

Have each student tell a partner about the special contribution he or she made to the project and why it was important. As a group, discuss what students learned about storytelling. Allow students to add and change their story based on their new understanding.

Compare the two types of storytelling.

As a class, discuss what students found to be most interesting about digital storytelling compared to traditional storytelling. Check for student understanding that, by using other media, stories can be far more than just text.

Outcomes to Look For

Find and download a rubric for students to use to evaluate their projects. One collection of rubrics for evaluation of multimedia projects may be found on the MidLink Magazine Teacher Tools Web site.

What Makes our Community Special? (3-12)

Students use technology tools to discover and document unique features of their chosen community, and to collaborate on a final product-a storybook, newsletter, electronic presentation, poster, or Web site.

Duration: Several 45 to 60 minute sessions

Learning Goals

Materials/Technology Needed

Instructions and student role assignments for each activity station

Computers with an Internet connection

Computers with graphing software or electronic spreadsheet and presentation applications

Digital cameras

Technology instruction guides

Print resources about the community (from a local library or visitor's bureau)

Brainstorming worksheets and pencils for note taking

Preparation

Instructors should determine students' skill level with the Internet, digital cameras, electronic spreadsheets, and electronic publishing or presentation software, and select the appropriate technology tools. Instructors should also be familiar with these tools, or enlist the help of a volunteer who is. Instructors and volunteers should try out the activity ahead of time to make sure they understand the concepts and logistics.

Consider the different communities that students might explore. Will it be the classroom, school, neighborhood, city, or other "community"?

Organize activity stations and materials based on the available technology and tasks to be completed. Prepare instructions and student role assignments for each station and include these in folders.

Develop a rotation schedule and a project timeline for activity stations.

Provide a chart defining project expectations so that students will know what to include in their final projects.

Assign students to work groups. Be mindful of different age and skill levels.

Plan for, reserve, and test all necessary technology throughout all phases of the project.

Print a brainstorming worksheet for each student to use during the introductory phase of the activity.

Suggested Stations

Station 1: "Community Walkthrough"-digital still or video camera (1 per 3 students)

Station 2: "Community Culture and History"-print resources and bookmarked Internet resources

Station 3: "Community Profile"-online access to the U.S. Census bureau or other data source for data gathering about the community

Station 4: "Project Creation"-final project assembly (groups may join to complete this station together)

What to Do

Engage students by asking them to define "community" and identify what makes their community unique.

Ask students the following questions. Record their answers on the board or have students make notes on their brainstorming worksheets:

What are some notable features, places, landmarks, well-known persons, or popular events?

What do they like about their community and what they might do to improve their community?

How might they promote what is special about their community to others? Examples include a local newspaper or poster.

What resources might they draw from to help communicate their ideas? Examples include magazines, newspapers, libraries, historical sources, personal profiles on the Internet, and photographs.

Gather essential information using technology.

Explain the workstation setup and the technology at each station. Mention that what they gather from each workstation activity will be used in a final project.

Divide students into groups of two or three, and assign one group to each station. If you have more than nine students for the first three stations, arrange for additional materials, computers, and digital cameras at each station.

Explain that project teams will rotate through each station over three consecutive sessions to allow for equal use of the different technologies. Adjust schedule as necessary.

Be sure to assist students with activities, If necessary, arrange for another adult to be present. Students should be allowed to go outside to take pictures nearby or within the school building.

Once students have completed all the workstations, discuss as a group what they learned at each station, what they liked best, and why.

Explain the final project.

Have students present their final projects to other students or adults.

Discuss other projects that students could do using the same or other kinds of technology, and either the same or a similar workstation setup.

Outcomes to Look For

Student discussion, comments, and final projects that reflect learning and an appreciation of their community

When possible, students make connections to multiple content areas, (such as literacy, mathematics, science, and arts)

Acquired or enhanced technology skills through use of various technology tools

Collaborative participation and engagement

Getting the Word Out (8-12)

Students use blogs (an online journal or diary) to practice writing, share ideas, and interact with their peers.

Duration: Ongoing sessions of 30-45 minutes each (number of sessions determined by instructor)

Learning Goals

Understand the purpose and role of blogs for communication

Develop self-expression and communication through blog entries and comments

Improve reading and writing skills

Improve word processing skills

Materials Needed

Computer with Internet access and projector (teacher)

Computers with Internet access (students)

Internet browser with bookmarked blogs

Student blog accounts

Copy of Internet safety guidelines for each student

Signed parent permission forms if blogs will be viewed by the public

Student blogging software (optional)

Digital cameras (optional)

Teaching Tip

About Blogs

Education World provides great information for instructors who want to use blogging, including a techtorial to help you get started. The following blogging cautions are from that resource:

When blogging, remember to:

get parental permission;

know your school's and district's acceptable use policies (AUPs) and convey them to your students;

avoid blogging sites that require students to publish their complete names and/or e-mail accounts;

avoid sites that ask students for any personal information;

make students aware of what subject matter is appropriate and permissible;

teach students the importance of tone and respect for others' opinions;

have clear expectations, rules, and consequences; and

remember that with risk comes growth and learning.

For additional information on Internet safety and blogging, consult the following article: www.educationworld.com/a_tech/tech/tech217.shtml/.

Preparation

Find age-appropriate examples of blogs to show to students. One possibility is Buster's Blog (based on Buster's character from the PBS animated series, Arthur (pbskids.org/buster/blog/). Conduct an Internet search for "student blogs" to find examples of other student work.

For education and privacy purposes, consider Class Blogmeister (classblogmeister.com) or 21 Publish (www.21publish.com), two blogging tools that allow you to create multi-blogger communities where the instructor can review and edit student posts and comments before making them public.

Investigate whether your school has any firewalls that will prevent you from visiting these Web sites.

Review current online blogs from your local newspaper or television station.

Practice posting blog entries, reviewing submissions (if this is an option with the blog host you use), and creating comments on entries.

What to Do

Engage students by asking them what they know about blogs and what blogs they like (if they are familiar with them). Show some examples of blogs you have bookmarked and look at some student suggestions (after making sure they are appropriate for school). After telling students that they are going to create their own blogs, review Internet safety guidelines.

Brainstorm blog topic ideas as a class and make one practice entry as a group.

Assign each student a blog account with the host you have chosen and review the steps for creating and posting entries. Give students time to write about whatever interests them. Once they have become familiar with blogging, you can give them more structured assignments.

Show students how to share blogs and post comments. They will be working "offline" at this point. Many blogs will allow users to upload pictures, audio files, or link to other sites. Once students have mastered blogging basics, show them how to personalize their blogs.

Review completed blogs for appropriate content, and then post the entries online.

Have students read each other's blog entries and post comments when the afterschool group meets again.

Extension Activities

Share blogs with parents, instructors, or students in another afterschool program.

Consider making video blogs.

Outcomes to Look For

Enhanced writing skills and the ability to express creative, logical, and clear thinking while following Internet safety guidelines

For more information and ideas to support this lesson, see the Resources tab.

Resources

Research Findings

Ringstaff, C., & Kelley, L. (2003). The learning return on our educational technology investment: A review of findings from research. San Francisco, CA: WestEd Regional Technology in Education Consortium in the Southwest.

George Lucas Educational Foundation. (2001). Project-based learning research.Retrieved June 22, 2007, from Project Based Learning Research

Jonassen, D. H., & Stollenwerk, D. (1999). Computers as mindtools for schools: Engaging critical thinking. NY: Pearson Education.

Web Resources

The following resources provide tutorials, examples, and guidelines for digital storytelling:

Educational Uses of Digital Storytelling
This site is a great place to begin preparing for a digital storytelling project. It's an excellent comprehensive resource which includes not only how-to directions for storytelling projects but also technology tutorials and digital story examples

Digital Storytelling Cookbook/Memory's Voices: A Guide to Digital Storytelling (PDF)
Authors Joe Lambert and Nina Mullen from the Center for Digital Storytelling have written a 100 page guidebook which includes "7 elements of a digital story" and directions for storyboarding and digitizing materials.

Multimedia Storytelling
Lesson plan includes tutorials on creating a "multimedia story format" and an "interactive story format with multiple endings"

Digital Storytelling Resources
Instructor-created website includes ideas for digital stories across the curriculum, Inspiration templates, and examples of digital stories

Authors of the following articles have used digital storytelling in their classrooms and share their practical insights:
How To: Use Digital Storytelling in Your Classroom Digital Storytelling Finds Its Place in the Classroom
Digital Storytelling in the Language Arts Classroom (PDF)

Sounds, music, and images can be downloaded for your students' digital stories from the following public domain sites:
FreePlay Music Free Music for Children FindSounds SoundDogs.com American Memory from the Library of Congress Pics4Learning FreeFoto.com
Rubrics and Evaluation

MidLink Magazine
A free source for several types of rubrics and templates for project evaluation

The following resources provide information about blogging in an educational context:

Blogging sites that can be used and privacy maintained if instructors create accounts to be viewed only by "friends" [other classmates] and the instructor.
EduBlogs - A Free Blog Creation Site Google's Free Blog Creation Site Another Blog Creation Site A Helpful Blogging Tutorial
Blogging tools that allow you to create multi-blogger communities where the instructor can review and edit student posts and comments before making them public.
Class BlogMeister The following resources provide information about community information in an educational context:

City and Community Data United States Census Bureau Teacher's Section with Free Materials, Ideas and Resources
City Data
Find local city information that also includes photos
Learning how to use technology applications
Technology Tutorials for Teachers
This online site offers multiple tutorials and instruction for a variety of computer software applications including Adobe, FrontPage, Inspiration, KidPix, Kidspiration, Inspiration, MS PowerPoint and MS Word.
Other helpful resources
ThinkFinity
Previously known as MarcoPolo, this site offers a searchable database of lesson plans and resources focusing on literacy, education, and technology.

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Developing Self-Expression and Creativity involves using technology tools to produce a variety of creative works. Activities usually begin with a central theme or content area focus-for example, literacy for storytelling, journals and publications, science and math for reports, and arts through digital images and video production.

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Multiple Means of Action and Expression: Canvas at Michigan

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UDL Principle II: Multiple Means of Expression

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It should also be recognized that action and expression require a great deal of strategy, practice, and organization - another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression can greatly improve learning in your class.

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Learners differ in the ways that they perceive and comprehend information. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, require different ways of accessing content. Others may simply understand information quicker or more efficiently through other means rather than printed text. Learning and transfer of learning occurs when multiple representations are used because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that is optimal for all learners; providing options for representation can improve the learning opportunity in your course (National Center on Universal Design for Learning, 2012).

Learning is most effective when it is multimodal - when material is presented in multiple forms. Students benefit from having multiple means of accessing and interacting with material and demonstrating their knowledge through evaluation.

For example, an audio description that accompanies the text description of an assignment, provides students with another modality to increase comprehension of the assignment criteria. If they have difficulty with the text, the audio format may increase their understanding of the expectations of the assignment.

For example: The following is an auditory description of an assignment that is also posted as a Word document on a course site.

Text: Therapeutic Assignment Accompanying audio file: Therapeutic assignment description (5 minutes)

Video: Multiple Means of Representation (2.5 minutes)

Recognition Network

The recognition networks are essential in most higher order thinking tasks. For example, reading requires pattern recognition, decoding and comprehension. In mathematics they are necessary to recognize numbers, shapes and equations (Rose & Strangman, 2007). The recognition network in the human brain requires exposure to a variety of examples. The Internet can provide a wealth of examples that can be linked to from the course materials. Faculty members are no longer required to build it all - sharing information, the backbone of the Internet, provides ample opportunity to access information from sources around the world.

Instructors can use media such as video to highlight critical features of readings, assignments or when marking. Computers have the capacity to zoom in on graphics or "spotlighting" on important aspects can be used when creating videos. As another example, an audio file of the marked students' assignments can provide a more human touch to the marking process and provide more in depth feedback.

Digital media can increase access to written work by enabling the fonts to be enlarged or adjusting the colour or contrast; screen readers can read the text aloud or transform it to Braille. Screen readers can highlight certain words, provide definitions, correct spelling and grammar, search for terms or link to similar information.

Here are some examples of how you can provide options in your classroom:

Design documents with accessibility in mind - use style sheets for Word documents so they are more easily navigated by screen readers. It is a simple process and makes designing all documents easier;

Post course materials such as syllabi or handouts in Blackboard prior to class;

Provide students with materials in multiple formats;

Consider using a variety of strategies during lecture periods including problem-solving, discussion, hands-on exercises, interactivity, presentations, etc.;

Present information in three different ways: i.e. complementary formats such as text, graphics, audio, and video--or at the very least, provide digital equivalents of hardcopy handouts;

Review your written materials including PowerPoint slides for clarity, consistent formatting, and cognitive cues; ensure they are free from unnecessary jargon;

Develop a clear course outline that provides policies, procedures, expectations, assignment descriptions and rubrics; or

Use online resources so students can access materials in electronic formats as needed.

Some technological suggestions:

Collaboration can play a key role in deep learning. Engage students with the materials, manipulate, work and discuss the information, it requires the students to be involved;

Create Twitter hash tags for your class or even the concept they are learning. Encourage students to post ideas to Twitter;

Develop Facebook study groups;

Compile resources using digital bookmarking, etc.;

Collaborate on documents with Google Docs; and

Create collaborative assignments, videos, papers, learning objects, web sites, wikis, blogs, journals, etc.

Additional Resources:

See these short Tutorials on how to make your documents
and PowerPoint presentations accessible.

Faculty Focus: How a graphic syllabus can bring clarity to course structure

References:

National Center on Universal Design for Learning. (2012). UDL Guidelines - Version 2.0. Available at: http://www.udlcenter.org/aboutudl/udlguidelines/principle1

Rose, D. and Strangman, N. (2007). Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective. Universal Access in the Information Society, 5:381-391. DOI 10.1007/s10209-006-0062-8

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UDL Principle 1: Multiple Means of Representation

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Learners differ in the ways that they perceive and comprehend information. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, require different ways of accessing content. Others may simply understand information quicker or more efficiently through other means rather than printed text.

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Multiple Means of Representation: Canvas at Michigan

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Multiple Means of Representation

Create opportunities for students to reflect and build on their prior knowledge about the natural and designed worlds.

Display content and expectations in a way that is accessible to all learners in your classroom, such as providing alternative visual and auditory representations.

Use language and graphics that promote a shared understanding of science concepts.

Encourage students to highlight patterns and make connections to big ideas clear.

1. Accessible Visual Information: Educators should be aware of the limitations and challenges presented by images, graphics, animations, videos and text. Audio, text-based and visual descriptions that highlight essential takeaways from diverse media can support learners with a range of needs. For example, if a diagram is being used to show energy transfer as it relates to weather patterns using arrows and other symbols, it is essential that a caption be provided to highlight what the diagram is showing and attention should be made to provide a key or label all the symbols that are being used.

2. Comprehension Considerations: Educators should support comprehension by making links to other ideas clear using transitional phrases or by created a concept map. Ensure that all vocabulary or unfamiliar concepts provide alternate references that define the word (i.e. graphics to support vocabulary words or a glossary with definitions).

3. Processing Information: Information processing should be supported by the inclusion of opportunities to activate prior knowledge (e.g., prompting class discussion related to connected topics, providing first hand experience for learners to draw from), highlight patterns and make connections to other concepts (e.g., providing opportunities to have students make connections to cross cutting concepts during instruction) and guide the information processing by sectioning text by key ideas and promoting reflection.

4. Diversity of Learners: Do not assume that all learners possess the same ability to comprehend visuals, text or other media (some students may struggle to process all media and might benefit from large or small group discussion) or have the same background knowledge. There is never one way to accomplish these tasks and designers must take a multi-pronged approach to designing materials that take into account the learners with a range of needs.

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Multiple Means of Representation : StemTeachingTools (en-US)

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Create opportunities for students to reflect and build on their prior knowledge about the natural and designed worlds. Display content and expectations in a way that is accessible to all learners in your classroom, such as providing alternative visual and auditory representations. Use language and graphics that promote a shared understanding of science concepts.

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Research Guides: Universal Design for Learning (UDL): UDL Principle: Action & Expression

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Created for a faculty inquiry group project on UDL. Information, examples, and resources related to UDL Action and Expression

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Research Guides: Universal Design for Learning (UDL): UDL Principle: Representation

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Created for a faculty inquiry group project on UDL. Information, examples, and resources related to UDL Representation

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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Research Guides: Universal Design for Learning (UDL): UDL Principle: Engagement

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Created for a faculty inquiry group project on UDL. Information, examples, and resources related to UDL Engagement

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"I like video projects for a number of reasons not the least of which is that students generally enjoy them too. I like video projects because when they're organized properly students have to write, research, produce, and revise just as they would if they were writing a story or research paper." --Richard Byrne in '5 Video Projects to Try With Your Students'

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"I like video projects for a number of reasons not the least of which is that students generally enjoy them too. I like video projects because when they're organized properly students have to write, research, produce, and revise just as they would if they were writing a story or research paper."

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Universal Design for Learning Explained with Lego

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Second graders in Sarah Dietz’s class participate in a three-act task about cookies. Students begin by watching a video and wondering about the cookies. They then model how to figure out how many cookies the cookie monster ate before sharing their strategies with the class.