Follow along as I review "magical" books that are sure to put you under a spell!
Please note: This blog was created as an assignment for a course through Sam Houston State University.
Like it or not, technology is no longer an optional enhancement but an absolute necessity to library programming, marketing, and communication. After all, the library is no longer just a library; it’s now a media-technology center or learning commons. Current times call for current tools, and as a leader on campus, it is our job to lead the helm of exploration and incorporation of technology. At the beginning of the course, I thought I was adequately prepared to take on this component of a librarian’s job role. I use technology daily in my current position and am constantly seeking out new tools to introduce to my students or use creatively in my lessons. However, much of the tools I had explored on my own prior to this course were introduced by word of mouth from colleagues. Many of the tools used in this course were not ones I had heard of before and may not have otherwise, but they are perfect tools to use in the library. I am excited to think of all the ways I can utilize them in my future library. Of course, it wasn’t always sunshine and rainbows trying out these new tools. Podcasts were a particular frustration, because there’s so much that goes into them and the sites I tried were difficult to use. I’m still not 100 % sold on using podcasts, but I think this is due to the fact I haven’t yet mastered them. As with anything else, there will be hurdles to overcome with tech tools, but education relies so heavily on technology, we must quickly adapt. By the end of the course, I can confidently say that I feel adequately prepared to purposefully use tech tools. Check out my Buncee Board below for more details and final reflective thoughts on my experience in this course.
Click here to view the Buncee Board in a larger format.
Gone are the days when education was a one-size-fits all system for students. The face of education is rapidly changing, as are the dynamics, needs, and demographics of the classrooms we serve. Each student has specific, diverse learning needs that must be met in order for them to absorb the information being served to them. This is where the Universal Design for Learning approach can prove helpful for educators. It’s a tool that educators can use to create lessons that are inclusive to all types of learners. Students, in turn, will become independent thinkers with a greater sense of autonomy. When you plan to meet the needs of the minority, it’s better for everyone overall. It’s a fantastic approach to make sure your lessons are as equitable as possible and knocks down the barriers that can stand in the way of learning. Plus, student engagement will increase, because you are giving them choices to fuel their interests and autonomy.
UNIVERSAL: curriculum that can be used and understood by everyone
DESIGN: flexible and accommodates all types of users
for LEARNING: not one thing; addresses the what, how, and why of learning
Click on the graphic below to view it in your browser.
Check out the video below for an overview of what UDL is.
After learning more about UDL, I do feel there are areas I can improve upon in order to implement UDL’s approach better. Most of these questions can be answered by thoroughly studying UDL’s guidelines on CAST’s website. Perhaps they offer professional development sessions I can participate in. I know I also need to learn more about how to make my lessons more accessible for my ELL students, specifically regarding 1.2 (offering auditory information) and 1.3 (alternatives for visual information). First, I can start by studying the best strategies to use for these students and obtaining my ESL certificate. I can meet with the ESL teacher on my campus for him/her to evaluate my lessons and let me know how I can improve the accessibility for these learners. Likewise, I can explore sites geared towards meeting the needs of these learners, such as Colorin Colorado. I took a hard look at where I am in regards to the implementation of UDL by principle and guideline. You can see the results of this evaluation in the table below. Now that I know what I need to work on, I can’t wait to dive in to make my lessons more accessible for all types of learners. I hope you feel the same now that you know a little more about UDL too.
Principle 1: Providing Multiple Means of Representation:Present your content and information in multiple media formats and with varied supports to meet the needs of all learners.
Guideline 1: Provide options for perception
What I am already using
What I can add to my teaching practice now
What I might need help to implement
1.1 offer ways to customize the display of information
1.3 offer alternatives to visual information
1.2 offer alternatives for auditory information
Guideline 2: Provide options for language, mathematical expressions, and symbols
What I am already using
What I can add to my teaching practice now
What I might need help to implement
2.5 illustrate through multiple media
2.1 clarify vocabulary and symbols
2.2 clarify syntax and structure
2.3 support decoding of text, mathematical notation, and symbols
2.4 promote understanding across languages
Guideline 3: Provide options for comprehension
What I am already using
What I can add to my teaching practice now
What I might need help to implement
3.1 activate or supply background knowledge
3.2 highlight patterns, critical features, big ideas, and relationships
3.3 guide information processing, visualization, and manipulation
3.4 maximize transfer and generalization
Principle 2: Providing Multiple Means of Action and Expression:Give students options for expressing what they know and provide models, feedback, and supports for varied levels of proficiency
Guideline 4: Provide options for physical action
What I am already using
What I can add to my teaching practice now
What I might need help to implement
4.1 vary the methods for response and navigation
4.2 optimize access to tools and assistive technologies
Guideline 5: Provide options for expression and communication
What I am already using
What I can add to my teaching practice now
What I might need help to implement
5.1 use multiple media for communication
5.2 use multiple tools for construction and composition
5.3 build fluencies with graduated levels of support for practice and performance
Guideline 6: Provide options for executive functions
What I am already using
What I can add to my teaching practice now
What I might need help to implement
6.4 enhance capacity for monitoring progress
6.1 guide appropriate goal-setting
6.2 support planning and strategy development
6.3 facilitate managing information and resources
Principle 3: Providing Multiple Means of Engagement:Give students choices to fuel their interests and autonomy
Guideline 7: Provide options for recruiting interest
What I am already using
What I can add to my teaching practice now
What I might need help to implement
7.1 optimize individual choice and autonomy
7.3 minimize threats and distractions
7.2 optimize relevance, value, and authenticity
Guideline 8: Provide options for sustaining effort and persistence
What I am already using
What I can add to my teaching practice now
What I might need help to implement
8.2 vary demands and resources to optimize challenge
8.3 foster collaboration and community
8.1 heighten salience of goals and objectives
8.4 iIncrease mastery-oriented feedback
Guideline 9: Provide options for self-regulation
What I am already using
What I can add to my teaching practice now
What I might need help to implement
9.2 facilitate personal coping skills and strategies
9.3 develop self-assessment and reflection
9.1 promote expectations and beliefs that optimize motivation
