TRANSCRIPT 🔗
Rachel:
0:41
In this episode, we are going to begin to look at how we can provide multiple means of action and expression using the Universal Design for Learning Framework.
Katie:
0:51
We are going to discuss the physical action pillar, and we're going to start the conversation about expression and communication.
Rachel:
0:58
let's get started. This week, Katie and I are returning to UDL, Universal Design for Learning, and kind of continuing our learning journey with this set of guidelines, and specifically, beginning to look at the pillar of action and expression.
Katie:
1:22
Yes, it feels like it's been a long journey, but it's, it's been a fascinating journey because actually reading about this and learning about this has been Productive, and also in some ways affirming because we do things without really realizing why we do them. And so it's nice when you're reading about some of this stuff and it makes sense of it all. So, action and expression kind of dives into how students navigate a learning environment, how they show what they know, how they demonstrate that in class, and the importance of providing different methods, different accommodations, etc. so that all learners are able to demonstrate what they know in an environment that is most comfortable or optimal for them.
Rachel:
2:05
Yeah, and there's a lot of potential barriers here that you kind of have to consider, too. So, a lot of times we ask our students to express themselves either in writing or in oral language, but we have to consider those students who have movement impairments, right? And, you know, some, some of those issues. Or looking at those who have language barriers. And so like there, there's many sort of kind of pieces that we need to think about and make sure that we're providing means of action and expression that's going to be optimal for all learners.
Katie:
2:41
Yeah. They also mention those who struggle with strategic and organizational abilities. And this is like, I, maybe not formally, but this is me to a T. Like, I struggle with organization. So if you want me to, like, show you a nice binder that's put together, because I remember doing binder checks in high school. And I was always the worst, because that's just, it's not good for me. It doesn't, I don't know. So for me, organization? Terrible. No, no strategies, nothing they taught me ever got me better at that.
Rachel:
3:11
And see, that's funny. I was totally the opposite. As, as a kid. I'm, I'm worse now as an adult. I'm not as organized as I was when I was younger, but my binder would be impeccable, right? I'd have all the tabs and I loved organizing it. And, um, I would also sometimes just even like on weekends or whatnot as a kid, like I would be like, oh, I want to go organize a drawer today. So I'd like organize my drawers and yeah. I was a little bit much as
Katie:
3:42
We really are opposites.
Rachel:
3:45
I'm not as organized though now. Now I think it's easier when you have smaller spaces, right? But like, as an adult, my house is a mess.
Katie:
3:54
Oh yes, yes. But like, even my Google drive is a mess. Like, let's be honest, my folders disastrous.
Rachel:
4:02
Oh, no. And see, mine are still pretty organized. So I will have sort of a folder for every single course that I teach as well as different other things. I will put numbers in front of them to put them up at the top of my drive, and then in each one, it's divided out by modules or units, and then every lesson is, is in numerical order too.
Katie:
4:23
Oh, geez. Yeah, I always start off strong. I start off with the best of intentions, and then it becomes my Katie chaos. But, it is what it is. But, so like some of this, I really kind of, I feel quite a bit how our students might be feeling in our classrooms, and with some of the ways that we're asking them to engage and express their learning. But uh, yeah, so, just my little two cents in my own kind of Experience.
Rachel:
4:49
Yeah, so I like we're not going to get through all of action and expression for sure in this episode, but I think we'll kind of see how we go. We're going to definitely look at the physical action guideline, which is all about inter interacting with accessible materials and tools, and then get into some of the other checkpoints with expression and communication. So composing and sharing ideas using tools to help attain learning goals. And then we'll save, uh, executive functions hmm.
Katie:
5:26
I think so. And I love how we balance each other out so well. Okay. So in terms of providing options for physical action, there are two sort of checkpoints here. Um, But here we're talking about looking. at the format that we're asking them to use in terms of writing, interacting with content, et cetera. So, we have to ensure that, you know, if somebody has, you know, physical mobility issues and writing is an issue, if we're giving a textbook or workbook where we have, like, small print and small spaces to fill and write, we're, we're not really helping them out here. So, ensuring that we have appropriate. Spaces provided and then also the use of different educational software to, to help students navigate and interact with content and learning.
Rachel:
6:19
I kind of noticed even I, I gave my class a test the other week and even that some of the spaces I provided on there, I have a few students whose handwriting is very large and so it's not enough space for them
Katie:
6:34
That's me
Rachel:
6:34
draw out what they needed to and it kind of made me think a little bit. I'm like, Oh, you know, like I can give them extra paper, but then it's, I don't know it's adding another onus on them, instead of me being thinking ahead and providing that extra space that Those students might need.
Katie:
6:51
That, that was also me? Yeah, I write bigger and it's because I can't, I don't know, I can't
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write small and it's really hard for me to write neat. So even numbers, et cetera, would always take up more space. And so I feel that. And so it can be stressful when you're trying to, you know, in a, in a test or evaluation or even in note taking, trying to fit into this small space and you're like, oh, this is like, how do I, how do I make it small enough? Cause then I'm worrying too much about the letters and missing the lesson itself. Or I'm focusing too much on making it fit and skipping steps because it's like no space left. Yeah, I don't know. I'm interesting.
Rachel:
7:27
What's funny then is I also have students on the opposite end of the spectrum, right? Who write so tiny that it now provides a barrier for me to be able to assess their work and give them feedback because, you know, I'm getting old, I'm getting up there in years and I can't read the tiny print even more. And even with reading glasses, it's a real struggle.
Katie:
7:47
Oh yeah.
Rachel:
7:47
So, I don't know. You see the whole, whole kind of spectrum and that's just like testing. Think about all the other kinds of activities and stuff that you do in the classroom and, you know, how do you make sure that you're accommodating for all of the possibilities and making sure that you're reducing all of the barriers as much as you can.
Katie:
8:06
And, you know, if you have students who don't have uh, first language literacy it doesn't mean they can't learn the content, but how are you supporting them to be able to understand what they're reading and to be able to demonstrate that. There's, there's lots of other learning exceptionalities to consider, but one that does come up, though not as often, is first language literacy, so it's important to also keep that in the back of your mind. Because not everybody has first and second language literacy skills.
Rachel:
8:34
So they do provide some really great sort of suggestions here in terms of at least for varying the methods for response and navigation. So sort of the first one they talk about is thinking about alternatives. In the requirements for rate, timing, speed, and range of motor action that's required to interact with any of the materials that you're teaching with or physical manipulatives or even any of the technologies that you're using.
Katie:
9:02
Yeah, so particularly those who maybe, you know, motor skills aren't that great, or some sort of physical disability, you want to ensure that they have the right amount of time to be able to actually complete what you're asking them to do.
Rachel:
9:15
it kind of makes me think about, like, time tests, though.
Katie:
9:18
I hate bell ringers or time tests.
Rachel:
9:20
Yeah, and you know what, like, I teach in the IB curriculum and the IB world and their timing is awful. It's almost something I'm kind of struggling with this year in terms of like how guilty I'm feeling because I want my students to practice that sort of timing that they're going to have on the exam, but at the same time I don't... I don't want to do that and I want to be able to give them the time that they need to be able to demonstrate their learning. I don't, I don't know. I, I'm, it's a, a area of great tension for me this year.
Katie:
9:56
I get that entirely. Because, just because it takes somebody a little bit longer to process and write and show their answers and knowledge doesn't mean that they don't have that knowledge. Right? That's a barrier.
Rachel:
10:08
And it's, it's almost like since I've had this shift in terms of my teaching practice and going to more mastery based grading and flexible pacing, it really bugs me.
Katie:
10:21
The next one is providing alternatives for physically responding. Or indicating selection. So, looking at um, Instead of pen and pencil, what are some other things that we could do where students can respond, perhaps orally perhaps through some other sort of demonstration depending on the course. So kind of taking a look at what are different ways of demonstrating that content or learning.
Rachel:
10:45
Yeah, and then the last one kind of goes into a little bit more of that. So physically um, how, how you're physically interacting with materials. So thinking about uh, different ways that you can interact with them, with your hands, with your voice with different pieces of technology as well.
Katie:
11:03
Yeah. That kind of sums up that checkpoint.
Rachel:
11:06
Yeah, and so the next one kind of follows along with that and talks about optimizing access to tools and assistive technologies. So I think it's a lot of kind of the same ideas where we, when we're sort of thinking about selecting those tools and assistive technologies, thinking about all of the different ways that we're interacting with it.
Katie:
11:27
And it's also, there's lots of different assistive technology tools we can use, but it's, we have to make sure that we're using them regularly and not just during an assessment. Right? We don't want assessments and evaluations to be the first time and only time students are actually using these tools. So, using them regularly so that they can learn them and be comfortable with them is key. And then also ensuring, just because they, we are allowing students to use assistive technology doesn't mean that we can't challenge their brains and minds and, and, and show what they know and how they can apply content in new ways. So allow it to be challenging, but accessible. Mm
Rachel:
12:08
so they, they do talk about in this checkpoint, like some of the, the different ways that you can interact with the technologies and some suggestions around things you might consider. So, When we think of using an assistive technology, typically, it's either typing on a keyboard or it's clicking with a mouse, and sometimes that's a barrier for students in terms of especially the mouse and the mouse clicking.
I've actually taught a few students in the past where They've had big struggles with being able to navigate with a mouse. So even something simple as teaching keyboard shortcuts to limit how much you're, you're using, the mouse can go a long way.
Katie:
12:48
With that in mind, it's probably worth going on to the next pillar. And that pillar is expression and communication. And this is, I don't know, I think I like this one. And I think I find this one a little more relevant to my teaching experience. But it's this idea that there's no single medium of expression that is suitable for all learners. for all kinds of communication. So it's taking a look at how, what opportunities we are providing students with to show their learning. And does it have to be writing, right? Does it have to be speaking? What are some options that we can provide to students so that every student has an opportunity to demonstrate what they know in a way that can really highlight their skills.
Rachel:
13:26
Does it always have to be a test?
Katie:
13:28
I know.
Rachel:
13:28
Ah, I've got bones to pick with IB right now. It does, oh gosh, it does feel, yeah, anyway, I won't go down that road. but yeah, like thinking about what are some of the different ways that you can have students express their knowledge, their ideas, their concepts in, in a learning environment. It doesn't always have to be a test or a project or a lab, like, there are many sort of ways that you can approach all of those different pieces.
Katie:
13:57
Now, I know in a language classroom, if I'm doing a writing evaluation or assessment, it has to be writing. And that's okay. But that's where we can kind of look at the nitty gritty as well. Like, what does writing look like and sound like, and what format? So, and I think we're about to dive into that a little bit further. But um, There are occasions where, yes, it does have to be a specific skill or, or method that they're showing, but We can still kind of work within that.
Rachel:
14:22
So there's, um, three kind of checkpoints in this particular pillar. So, using multiple media for communication, so expressing learning in flexible ways. Checkpoint two is using multiple tools for construction and composition. So, how can you share your thoughts and ideas? using tools that are going to complement the learning goal. And then, third checkpoint is building fluencies with graduated levels of support for practice and performance. So, how do we scaffold to support independent learning?
Katie:
14:54
And that one is, I have a lot of opinions about that. Last one? For mainstream teachers. Let's talk.
Rachel:
15:01
that, one's gonna end up being a separate episode.
Katie:
15:03
So yeah, so if we take a look at checkpoint one there, so using multiple media for communication, This is, I mean, similar to what I was just saying. So it's looking at How can we, like what opportunities are we giving students
to show what they know? Does it have to be an essay? Does it have to be whatever else? so giving options, so comics, storyboards, design, film, music, visual art. Like, so many different ways in content area courses where students can demonstrate what you have been teaching them, all of their learning. And it doesn't have to just be some sort of traditional method that we've always used.
Rachel:
15:39
Now, I think like you pointed out earlier, there are instances where it is absolutely critical to the goal that you use a specific format, and that's okay, too. Like, if you are assessing writing, you have to write. But I guess the way you're accessing that writing, for example, You know, maybe you're scribing for a student. Maybe they're using a voice to text app. Like, there are many ways to get to that writing. Maybe they're writing in their first language first and then translating to English. There's different ways that you can approach that goal, but, you know, you're still getting at the goal that you need to get to.
Katie:
16:18
Yeah. There's different ways of doing it. And it doesn't, you don't always, like, if there's an opportunity where you don't need to do a specific method, why not explore alternatives?
Rachel:
16:26
Yeah, I always point out, you know, in our Ontario Curriculum for Science, nowhere does it say that students must write a lab report,
Katie:
16:34
And there we go, right? is it a good skill to have? Sure. Why not, why not guide them through and then give options?
Rachel:
16:40
Yeah, and there's lots of options, right? Like... I haven't done this with students. I keep meaning to, but I think it'd be really fun. And I think it'd be fun for my IBs if they weren't so overloaded with all the other work that they need to do in their course, which is probably why I've never done this before. But, um, they do an investigation of their own choosing. Like they do a lab where they come up with their own research question and they do the experiments and then they write it up and they have to write a lab report for that. But I've always thought afterwards, like, wouldn't it be cool to have like, almost like a science fair kind of thing where they create posters of their work and they model those posters on poster presentations that you would see at like, typical research conferences and stuff like that, and have other people see their work other than just, you know, myself and IB. But that would be adding to their workload, which is probably why I've never done it. ha ha ha But you could do that for like, for anything, really, you could do poster presentations or you could do, you find results from a lab and then you do a comic strip about it and, you know, disseminating the results from what you found. I don't know, there's, there's lots of cool ways. Doing an interpretive dance if you wanted to.
Katie:
17:58
I mean, I don't know how you would work that into science, but I would like to see that.
Rachel:
18:02
Well, okay. And this was funny. The other week is um, We do Vesper theory, which is just about what sort of shapes molecules take in you know, depending on what their formula is and whatnot. And I have this cute little picture on Vesper yoga, and it's like mimicking all the shapes of molecules in yoga positions. And then I tell them that they need to practice their Vesper yoga.
Katie:
18:26
That's actually kind of funny. I like that.
Rachel:
18:28
It is, it is, and then, yeah, but then I had a student last week who's like How would I do that? Can, can you demonstrate the tetrahedral shape? And I'm like, oh crap.
Katie:
18:38
Darn it. Why did I tell you to do
Rachel:
18:40
I'm like, why did I put that on there? But anyway, it's still, it's good fun, but you know, even bringing in some of that, that movement or the, the kinesthetic kind of pieces can go a long way for some students. Mm
Katie:
18:54
they may actually have, like, maybe they wanna sit, they have to sit down and, and show what it would look like on paper. Having that physical kind of idea of how to move your body and what that would then look like, that could actually be a really good key for them. Like that could be how they access and remember that.
Rachel:
19:10
We do that with our grade nines uh, when we do electricity, and we're talking about how electrons flow through a wire. We, we turn them into electrons, and we, you know, walk them around the classroom in, in circuits. So, it's kind of fun, yeah, and it's like a really simple, easy thing to do. And some students really, really struggle with the concept of circuits until you do that, and then they're like, Oh my goodness, I get it!
Katie:
19:33
so within this checkpoint they're also saying, allow students to use social media and interactive web tools. So discussion formats, chats, web design, annotation tools, storyboards, comic strips, animation presentations. And I like that because these are real world tools that they're interacting with on a daily basis, and they no one are comfortable with. Obviously, to a certain extent. You can't always have them use some of these things, especially if they're not approved by your board. But just taking a look at how we can get them to interact with real world applications.
Rachel:
20:03
The last one talks a lot about uh, solving problems using a variety of strategies, and I really like that. I think that actually goes really nicely with a thinking classroom approach, because you could give a problem, and it doesn't need, like, you don't need to do full thinking classrooms. You could give a problem at the beginning of class. Say, for example, like we talked about in uh, one of our previous episodes about opening routines that we use in our mastery based classrooms. We'll link that in the show notes for you. But, uh, you could introduce a problem at the beginning of class. So maybe there are a variety of
strategies that could work. That can be used to solve it and having students up on the whiteboards and just being able to see that display of all of the different ways that people can approach a problem is can really help benefit learning.
Katie:
20:52
And so, and this one also kind of dives into What tools we allow students to use and is it really realistic or reflective of tools they can use out in the greater society? Like for example, spell checkers, grammar checkers, word prediction. These are all things that our students use on a regular basis. And let's be honest, when you're in the work world, you're going to have access to those too. So if we're providing an assessment environment in which we're removing that, we're essentially showing that we value one type of learner over the rest. So, there are language learners, there are those who have dyslexia, there are those who have other learning disabilities, etc. that it creates a challenge for them. And so, by removing access to some of these tools, we're, we're kind of putting up a barrier.
Rachel:
21:37
I think we need to add chat GPT to the mix too, because let's be honest, like even I use it quite on quite a regular basis now in terms of workflow and some of the things that I end up doing, not only for the podcast, right, but also for even things related to my teaching position.
Katie:
21:57
hmm. Yep.
Rachel:
21:58
it's a tool. It's a tool that is being used. And I think we really need to, I don't know, we, we need to have the conversations about what is the responsible use in education and like, not just be, well, we can't use it.
Katie:
22:12
And we know they are using it. So, how do we mark, or assess, or check for learning in alternative ways that... That don't look just at final product, right? We want to be accessing their thinking process and, and how they've come up with some of these things. So, you have to value that. You have to look at that and, and allow that to be part of the marks. And how they express that, like why, yes an essay, etc. is going to be in writing, but why not do like an oral component and do some conferencing with respect to process and planning? Because that's just as valuable. The ideas are still coming from them. So it's looking at how we, how we are setting things up.
Rachel:
22:52
And I think that's the big shift that we're going to see over the next few years is moving away and like it, it should be the shift regardless is moving away from the product and more to the process.
Katie:
23:03
It's hard for many, but
Rachel:
23:05
It is hard for many. I agree.
Katie:
23:07
Yeah. But it's fascinating. But yeah, so looking at allowing the use of these tools because the tools are there and they're using them. And you're creating an artificial environment that doesn't actually reflect, reflect reality. You're not preparing them for their futures.
Rachel:
23:23
Agreed.
Katie:
23:23
And then I think we have to end there, because the next one you know we're going to be talking about quite a bit.
Rachel:
23:28
Yeah, I think the next two is probably going to, it's going to be quite a discussion. So I think definitely on that note, we are going to wrap up our conversation here today and we'll get back into expression and communication more in our next episode on UDL. And so what we'll do is we'll include any of the links or resources we talked about here today in our show notes. You can access our show notes for this episode at edugals. com slash 137. That's E D U G A L S dot com slash 137.
Katie:
24:01
And if you like what you heard today, then feel free to share it with a colleague or a friend. And don't forget to subscribe on your favourite podcast app so that you don't miss out on any future content.
Rachel:
24:10
And as always, we'd love to hear from you. And really, what are your ideas? Like what, what sort of different multiple ways do you approach expression of learning and those physical actions in your classroom? We'd love to hear your ideas. You can go on to our Flip at edugals. com slash Flipgrid, or you can go on to our website at edugals. com and leave us a written reply.
Katie:
24:35
Thanks for listening and see you next week.