How will your interactive learning resource specifically ensure that the needs of all learners can be met?
In order to ensure my learning resource meets the needs of all learners, I will apply the principles of the Universal Design Framework (CAST, 2018). The framework includes three pillars: “multiple means of representation, multiple means of action or expression, and multiple means of engagement” (CAST, 2018).
To meet the first pillar, multiple means of representation, I will ensure that the lesson material can be delivered in various formats such as video, on-screen text, braille, or a combination of these such as video with subtitles. Furthermore, the format will be able to be customizable to the needs of the student; for example, the speed of the video can be altered (slower or faster), and subtitles and braille are available in multiple languages.
Secondly, to meet the second pillar, multiple means of action or expression, I will provide multiple means for students to express their thoughts and ideas. Some options will include connecting the themes of the lesson to a personal experience (ie story-telling through speech or text), creating a musical parody where the new lyrics will be an example from the lesson, or playing a game of charades that uses new vocabulary from the lesson.
Lastly, to meet the third pillar, multiple means of engagement, I will ensure that students have options to engage with the lesson material through individual learning, group learning, critical thinking, creative thinking, and through physical engagement. Examples of activities include filling out an online crossword game that uses new vocabulary from the lesson, classroom bingo, Kahoot, and small groups for discussions.
How can you adjust your planned learning activities to meet the need of your learners if an unexpected event occurs? (for example, if a pandemic arises and many of your employees must now work from home – how will you ensure that they can still do their jobs? What training will they need, and how will you deliver it, knowing they must remain at home?)
If an unexpected event were to occur (another pandemic or other event), I would inform my students of what is happening and switch the class to a fully online format. The lesson will be delivered in a self-paced method so that students are not pressured into attending class on time while trying to figure out how to navigate their new lifestyle. Training on how to use the online platform will be provided as soon as the announcement of the shift to online is announced. Training will include youtube links, links to the new learning platform (how-tos, FAQ, and community chat), and help desk support links. In addition, learning activities will shift to more visual activities rather than worksheets or assigned homework pages.
References
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Thank you very much for bringing up so many inclusive strategies! I wonder why did you select a self-paced delivery method for Grade 4 students? On the one hand, I see your thinking in terms of “not being pressured into attending class on time while trying to figure out how to navigate their new lifestyle.” On the other hand, how would you ensure that 9-10-year-old kids are actually learning, completing modules, etc.? Who would become the guide when the teacher is not physically/virtually present?