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This UDL Checkpoint is incorporated into the lesson through the use of the mBot technology tool because it gives students multiple ways to perform musical intervals. The mBot is a media that is not used often by the average student, especially in a music classroom where students are usually writing music notes on the board. The students also get to use the classroom piano and xylophone to play the notes themselves after programming the mBot to play the notes.

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The Content Standard is used in the lesson through the students playing skip intervals and step-wise intervals on the mBot, and then also on the piano or xylophone.
The Technology Standard is used in the lesson through the students following step by step directions to complete the task of programming the mBot to play musical intervals.

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Checkpoint 2.5:
Illustrate Through Multiple Media

Source:  "UDL Now! A Teacher’s Guide to Applying UDL in Today’s Classrooms" by Katie Novak and http://udlguidelines.cast.org/

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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Standard 4: Develop a program to express an idea or address a problem.
3.AP.4.2 Test a series of directions to successfully complete a simple task.

Source: SC Computer Science and Digital Literacy Standards

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Indicator GM.P NM.4.2
I can play melodic patterns using steps and skips.

Source: SC General Music Standards

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The Digital Citizenship points I will need to consider when teaching students how to use this tool include Digital Literacy, Digital Rights and Responsibility, and Digital Health and Wellness. Digital Literacy is important for using the mBots because it is the process of learning about and using technology appropriately.

Source: https://id.iste.org/docs/excerpts/DIGCI2-excerpt.pdf

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What would be the cost to implement this into your classroom?

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What would be the cost to implement this into your classroom?

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The only cost to implement this tool into my classroom if I were teaching in the Clover School District (where I am currently interning) would be the cost of the mBots themselves. The Clover School District supplies each student and teacher with their own personal iPads, so the students would already have the tool that they would be  programming on. The cost of the mBot robots is $69 each. There are discounts for schools and organizations that buy multiple mBots, but they do not list the prices for organizations on their websites, they only give out quotes.

Source: https://www.makeblock.com/steam-kits/mbot

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mBot Robot kit for Beginners to Learn Block Based Coding and Arduino｜Makeblock

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Makeblock mBot is the most popular robot kit and top-selling globally among toys and education kit categories. It is an all-in-one robot kit for remote control playing and programming learning. It can significantly get kids interested and engaged in tech learning to unlock different knowledge and master programming.

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I could use mBots in my classroom by utilizing the music note functions of the mBot. In the programming app that accompanies the mBot, there are options of notes to choose from in the range of a one octave C scale. Students can program the mBot to play those notes through its speakers.
I as the teacher could give students a set of directions to follow that gave them different musical intervals to play. For example, one of the intervals they could program the mBot to play would be the interval of a third. So the students would have step by step directions on how to program the mBot to play a C, then directions on how to  program the mBot to play an E afterwards. After they were done programming, they would click the start button to make the mBot play their notes. The students will hear what different intervals are supposed to sound like this way. Some intervals will be skips, and some will be steps. Students can test if their mBot played the right interval by going to the classroom piano or xylophone and playing a C and an E, (or whichever notes they were supposed to program) and listen to it right after listening to the mBot to see if it sounds the same. They will also see when they play it on the piano or xylophone if that set of instructions was for playing a step or a skip when they see how far apart or clsoe together the notes are to each other on the instrument.
Students can either do this individually taking turns or in groups, depending on how many mBots the school has access to, which affects how long it would take for students to take turns one by one on each mBot.

Source: EDCO 305 classroom experience with the mBot

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What does the tool allow students to do?

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What does the tool allow students to do?

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The mBot tools allow students to directly work with block-based programming. The students use an iPad to create the different programming functions of the mBot. The iPad connects to the mBot through an app to transfer the programmed movements to the physical robot that moves around in the classroom on the floor.

Source: https://www.makeblock.com/steam-kits/mbot and EDCO 305 class time experience

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mBots are small educational robots that introduce programming to students.