What did you learn? How do you already build in Multiple Means of Action and Expression into your classroom? What new ideas do you have for improving the Multiple Means of Action and Expression for your students learning in your classroom.

Multiple Means of Action means that learners express their learning in different ways. Therefore, the instructor should have multiple ways for students to express that learning. For example, if I were checking for comprehension of a text, I can allow students to choose how they demonstrate understanding. One student may choose to illustrate, while another will write, and still another may choose to respond verbally to questions from their peers or instructor. I recognize in my groups that most students in my grade levels prefer talking or drawing pictures to demonstrate what they have learned from text. I have few that will write because their skill or ability level, or just preference. 

My kindergarten groups are where multiple means of Action and Expression are most evident. I am using OG for all of my kindergarten groups. It is an introduction into letters, letter sounds, and letter formation. Students are able to choose how they express their understanding. When working with a particular sound (or even in review) students can demonstrate by making the sound verbally or finding something in the room that begins with the same sound. I also have activities such as sound jump. Students also like this activity. Students line up in front of a hopscotch grid. I make the sound, then, they each jump to the letter box that makes that sound. 

I have been trying to create more movement with my 1^st and 2^nd graders, especially the groups that I have after lunch and recess. They have a surplus of energy and it is often times difficult to get them to settle and refocus in the little time we have together. I’d like to make the first 10 minutes of the LLI lesson more active for students whenever possible. 

OVERVIEW

Overall, UDL and the change agent project has supported my inclinations about my own instructional practices. As a first year teacher, I felt constrained to follow the provided curriculum as it was delivered, though I felt my instruction could be more effective. I was encouraged to not make waves because I am a non-tenured teacher, however, my desire to give students instruction in the manner best fitting their learning styles has been more pressing.

UDL does not necessarily encourage throwing out the curriculum, but rather finding ways to enhance the curriculum and meet each student where they are academically, physically, and developmentally. This has been my thinking, but the UDL guidelines, checkpoints, and framework has given me a clear way to achieve my goals as an instructor, which is to provide a safe, successful, and challenging learning environment for each student I have the pleasure of teaching.

Throughout the course, we have talked about  how to define and implement UDL and inclusive education. Universal Design in Learning provides a framework for instructing students no matter their need. In fact, UDL seeks to remove all barriers that would effectually impede learning. This is what is needed to provide a truly inclusive learning environment. I teach in tier two intervention,  and have found a great resource in UDL to instruct my students. The information is beneficial to share with classroom teachers so that students can begin to expect that kind of instruction no matter their learning environment.

I currently do not work with students who have IEP’s or diagnosed learning, cognitive or physical disabilities, but the implementation of UDL in my classroom has allowed me to expand my instruction in a way that is benefitting my students. I have a print out of the UDL framework attached to my teaching strategy wall as a reminder to meet learners where they are in order to get them where they are going.