Alex Facciponte's EDU 5313 Week 5 Blog Post
Alex Facciponte's EDU 5313 Week 5 Blog Post
Part I
The article I chose to read was Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. There was a lot that I learned from it. Something I found shocking right away is that a significant majority of online learning is done through prepackaged content (Basham et al., 2016). As a new teacher in the field, I find this concerning. As teachers, it is our responsibility to adapt content to our students to give them the best learning experiences. Utilizing just prepackaged content will hurt our students because not all of them learn the same way. It does not allow students to receive the adequate attention they deserve (Basham et al., 2016). Another general concern that the article mentions is the lack of physical accessibility there is (Basham et al., 2016). This is damaging to students who have disabilities or impairments where they then can not access the material in itself. A potential solution to helping these issues is by utilizing color contrast and closed captioning (Basham et al., 2016). However, that is just the tip of the iceberg when we mention the idea of access. Access goes beyond just on the physical side of things (Basham et al., 2016). Students need assistance in having the content catered to them (Basham et al., 2016). This is where the concept of UDL comes into play. UDL refers to the idea of having multiple forms of engagement when it comes to learning (Basham et al., 2016). Currently constructed, I have different forms of engagement in my lesson. First, students will turn and talk to each other about the debate on which Dorito chip is better. This will then lead into the ideas of what caused the Civil War. For another form of engagement, students will be completing a brief gallery walk working in groups and recognizing what they notice from the documents. Then, students will engage in making a timeline through either google slides or canva to explain how each event contributed to the Civil War. Although not all forms of engagement use technology, I am utilizing different forms of engagement to keep students interested in the lesson. The article also mentions a UDL scan which is a screening tool to help understand how effective the online learning and form of engagement is for students (Basham et al., 2016). Ultimately, the article had a lot to offer and think about for the lesson I am developing.
Part II
One of the UDL strategies that intrigued me is consideration 4.2 optimize access to accessible materials and assistive and accessible technologies and tools (CAST, 2025). Students may be given the tools, but that does not mean they have a full understanding of how to use such tools effectively (CAST, 2025). For the upcoming screencastify assignment, I will show my students how they can effectively use google slides or canva to create a timeline. Although not every student will need to utilize this tutorial, it will allow an opportunity for all students to succeed. Some students would be embarrassed to ask for help with something they see their peers effectively use. This will be there as a resource if they wish to use it. Another UDL strategy I would use in my lesson is consideration 8.1 clarify the meaning and purpose of goals (CAST, 2025). Throughout a lesson, it is essential students understand the various expectations and directions (CAST, 2025). Not only will I visually display the goals of each activity, I will also ask students to relay back the directions for me. As a first year teacher, I have noticed that stating the directions once is never enough. Ultimately I think these strategies can help to enhance my lesson ideas.
Part III
The NETP also provides guidance and support for UDL concepts (Office of Educational Technology, 2024). It mentions how UDL is backed by research and science to help optimize learning in the classroom (Office of Educational Technology, 2024). UDL materials also provide more flexibility and support than traditional teaching (Office of Educational Technology, 2024). It also mentions how UDL does not necessarily have to always include technological resources (Office of Educational Technology, 2024). That is one of the adjustments I made in adding into my lesson by clarifying directions. There is no technological component to that, but it ensures understanding from the students which is crucial. As educators, we need to inform each other of the UDL guidelines because they are helpful in shaping lessons (Office of Educational Technology, 2024). It can get difficult when there is only so much time in a school day, but that is why we need to help each other out (Office of Educational Technology, 2024).
References
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. Journal Of Special Education Technology, 31(3), 147. doi:10.1177/0162643416660836
CAST, (2024). The UDL guidelines. The UDL Guidelines. Retrieved from: https://udlguidelines.cast.org/
Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. NETP2024.pdf
The article I chose to read was Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. There was a lot that I learned from it. Something I found shocking right away is that a significant majority of online learning is done through prepackaged content (Basham et al., 2016). As a new teacher in the field, I find this concerning. As teachers, it is our responsibility to adapt content to our students to give them the best learning experiences. Utilizing just prepackaged content will hurt our students because not all of them learn the same way. It does not allow students to receive the adequate attention they deserve (Basham et al., 2016). Another general concern that the article mentions is the lack of physical accessibility there is (Basham et al., 2016). This is damaging to students who have disabilities or impairments where they then can not access the material in itself. A potential solution to helping these issues is by utilizing color contrast and closed captioning (Basham et al., 2016). However, that is just the tip of the iceberg when we mention the idea of access. Access goes beyond just on the physical side of things (Basham et al., 2016). Students need assistance in having the content catered to them (Basham et al., 2016). This is where the concept of UDL comes into play. UDL refers to the idea of having multiple forms of engagement when it comes to learning (Basham et al., 2016). Currently constructed, I have different forms of engagement in my lesson. First, students will turn and talk to each other about the debate on which Dorito chip is better. This will then lead into the ideas of what caused the Civil War. For another form of engagement, students will be completing a brief gallery walk working in groups and recognizing what they notice from the documents. Then, students will engage in making a timeline through either google slides or canva to explain how each event contributed to the Civil War. Although not all forms of engagement use technology, I am utilizing different forms of engagement to keep students interested in the lesson. The article also mentions a UDL scan which is a screening tool to help understand how effective the online learning and form of engagement is for students (Basham et al., 2016). Ultimately, the article had a lot to offer and think about for the lesson I am developing.
Part II
One of the UDL strategies that intrigued me is consideration 4.2 optimize access to accessible materials and assistive and accessible technologies and tools (CAST, 2025). Students may be given the tools, but that does not mean they have a full understanding of how to use such tools effectively (CAST, 2025). For the upcoming screencastify assignment, I will show my students how they can effectively use google slides or canva to create a timeline. Although not every student will need to utilize this tutorial, it will allow an opportunity for all students to succeed. Some students would be embarrassed to ask for help with something they see their peers effectively use. This will be there as a resource if they wish to use it. Another UDL strategy I would use in my lesson is consideration 8.1 clarify the meaning and purpose of goals (CAST, 2025). Throughout a lesson, it is essential students understand the various expectations and directions (CAST, 2025). Not only will I visually display the goals of each activity, I will also ask students to relay back the directions for me. As a first year teacher, I have noticed that stating the directions once is never enough. Ultimately I think these strategies can help to enhance my lesson ideas.
Part III
The NETP also provides guidance and support for UDL concepts (Office of Educational Technology, 2024). It mentions how UDL is backed by research and science to help optimize learning in the classroom (Office of Educational Technology, 2024). UDL materials also provide more flexibility and support than traditional teaching (Office of Educational Technology, 2024). It also mentions how UDL does not necessarily have to always include technological resources (Office of Educational Technology, 2024). That is one of the adjustments I made in adding into my lesson by clarifying directions. There is no technological component to that, but it ensures understanding from the students which is crucial. As educators, we need to inform each other of the UDL guidelines because they are helpful in shaping lessons (Office of Educational Technology, 2024). It can get difficult when there is only so much time in a school day, but that is why we need to help each other out (Office of Educational Technology, 2024).
References
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. Journal Of Special Education Technology, 31(3), 147. doi:10.1177/0162643416660836
CAST, (2024). The UDL guidelines. The UDL Guidelines. Retrieved from: https://udlguidelines.cast.org/
Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. NETP2024.pdf
Hi Alex, your blog is really thoughtful about the realities of online education and student accessibility needs. I really appreciate your concern about over-reliance on prepackaged content and your commitment to adapting materials for diverse learners - that's the mark of a thoughtful educator. Your Civil War lesson design is creative and engaging, especially the Doritos debate hook that connects to historical content! Your plan to create tutorial videos for Google Slides and Canva shows genuine care for student success, and I love how you recognized that some students might be too embarrassed to ask for help. Your insight about repeating directions multiple times as a first-year teacher is so practical and shows you're learning what works in the classroom for you.
ReplyDelete