Why We Learn - Multiple Means of Representation
Teachers at Meghan's school are engaging in a professional exercise to build collaborative practice and develop school-wide pedagogical agreements. In this first phase, teachers are asked to share out their pedagogical passions including sharing a lesson plan and assessment that exemplifies those beliefs.
Compared with a top-down directive approach to school-wide agreements, this approach beginning with teacher interests and passion should optimize motivation and interest in the work.
Why We Learn - Multiple Means of Representation
Choice of medium to present information
Choice of content area and topic
Choice of pedagogical passion to share
Choice to work in group or independently
Choice of resources and research methods
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How We Learn - Multiple Means of Action and ExpressionLoading...
Meghan struggles with professional confidence and is not a digital native.
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Teachers were allowed to share their thoughts through any medium they chose including, but not limited, to google doc, presentation, video, etc. Meghan chose to use Book Creator to share her passion for UDL to push herself to try new applications. She found it gave her ways to practice UDL in this project.
TPCK Framework
Technical Knowledge
Editing online book application
Publishing for collaboration
Linking in school shared drives
Archiving in library for future use
Editing online book application
Publishing for collaboration
Linking in school shared drives
Archiving in library for future use
Pedagogical Knowledge
UDL Theoretical Framework
UDL Theoretical Framework
TPCK
Content Knowledge
UDL Practice
Lesson Design
Assessment Design
UDL Practice
Lesson Design
Assessment Design
Meghan substituted posting google doc text in shared drive with book creator link.
Book creator allowed Meghan to add media and evidence to augment communication of beliefs.
Book creator allowed Meghan to modify the task allowing her to collaborate more dynamically with her colleagues using text, voice, video, etc.
Book creator allowed Meghan to create a representation of her pedagogical beliefs using her pedagogical beliefs as a framework redefining the work in way that can be used in multiple contexts including with families, peers, and archive for use in the future.
By Chanda Turner