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Connecting UDL to AI - growth in planning, assessment, learning, and future skills.

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Our pieces originated/centered/branched off from UDL. UDL and AI led to a branch of related ideas centered around personalized learning paths leading to future skills. Another path was related to teacher and lesson planning centered around providing differentiation to all students and learning types. Finally, our third branch is the UDL and AI collaboration toward creativity and expression of ideas.

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1. We can use AI to integrate UDL into lesson planning.

2. AI Needs very specific prompts to create an assessment that includes UDL.

3. AI systems can be used to make lesson plans or activities that represent the special education students, which ensures equity access.

4. Teachers need to revise facts and check and verify what the AI-powered tutoring system provides for their classrooms.

5. Ethical considerations about the AI system include conserving student data of privacy.

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Our group found connections in lesson planning and final products. There is concern for providing projects for students with special needs; with AI projects, students are starting on the same level of understanding; the quieter students may have a greater desire to participate.

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AI supports UDL in so many ways. It is a tool that reaches all learning types and circumstances.

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We found many connection between AI and UDL. AI is evolving making teaching more exciting for teachers and students. We can integrate AI with our lessons plans making our teaching goals more efficient.

It makes teaching more educational content and instruction more accessible, helping teachers meet a breadth of student needs.

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AI-powered creativity fosters self-expression and skill-building.

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UDL lesson planning helps to support Special Education students through adaptive learning platforms. AI Powered tutoring programs adapt to help students with specific needs and provide access to materials with the supports that the students my need. This provides representation of students from different ability levels. However, through access, we need to consider student privacy, only using vetted programs for the classroom. The lesson planning also allows for creativity which will help with access for though students.

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UDL was at the center of our hexagonal thinking and then we found the connections from there. As I am looking at our display, I am still finding different ways we could have either connected the hexagons or moved them. The prompts connects to many of the hexagons related to AI since we have learned how important the prompt can be to help with Lesson plans.

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At first, our hexagonal comb centered around UDL, but a shift took place in which Ethical Considerations became the central link. After that, AI and Creativity seemed to created a new center. Both UDL and Ethical Considerations relate to AI and Creativity as each could be connected to attention to individual needs. Our group reflected upon the relationship between UDL and Ethical Considerations at some length. The brain is indeed a connection-seeking device!

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As we started with UDL, from there we added AI and Creativity. This would allow for more engagement. UDL and AI now become co-pilots become supportive of action and expression. With the development of these two components students comprehension will most definitely increases.

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Our pieces originated with the UDL piece representing creativity and student choice.

A1 allows student creativity as well as preparing them for future skills needed out in the world.

Both UDL and AI led to equity access encouraging students to be engaged.

AI encourages students to work in groups teaching social skills and learning to work together which encourages skills needed in the future.