Maker Experiment #2 (Universal Design)

This week we learned about the Universal Design for Learning (UDL).  This design was made to assist educators to reach all students in the learning process.  UDL helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start (Cast, 2011).  After learning and working through how UDL works, I decided I needed to make a lot of revisions to my Maker Experiment to essentially reach more learners.

The changes necessary include a lot of integrating multiple representations and pathways to engage different backgrounds, abilities and motivations.  The point of the lesson is to review multiplication and division from the previous year so that the students can review and become faster in order to build on that knowledge in sixth grade, for example multiply and dividing integers and fractions.

  • To clarify syntax and structure, I would do a walk through of how to multiply and divide.
  • To reach auditory learners, a student would demonstrate how in English as well as Spanish due to the fact that I have a lot of ESL learners.
  • To reach visual learners, the students to watch this video called Long Division Style (Warning: you will not be able to get this out of your head).

The reviewing process would apply to more learners in the classroom due to the multiple representations offered.

To introduce the makey makey the first part of the lesson would contain the math basketball game.  Here two players can compete where a mouse and a left click button would be necessary.  I would create the mouse with a toy mouse of some sort connected to the makey makey and for the left click, a basketball would signal when the shot would be released from the players hands.  This would use touch equivalents for key visuals that represent concepts.

Next, students get into groups of three or four and let them know that they can either work together or take turns with the task.  Next, I will have them go to mangahigh.com.  A recent study showed that the work environment requires graduates to have skills to work collaboratively over distance and time (Kohut & Yon, 2013).  I would then have them find a game to play from that website and also create a game pad using the makey makey.  Providing options of the game to choose would allow some freedom, although I would have to regulate that they are not choosing a game that is too easy for them.  This would allow for them to practice basic mental math skills.

Each game played on mangahigh requires the use of the numbers 1-9 and an enter key much like the figure below.  Therefore, I would have them create a game board that they can step on much like the dance games that are popular now.  For connectivity to work, students would have to shade in the numbers with their pencil and connect each number to the makey makey as well as create an enter key with an object of their choice to allow customizing the display of the information.  Once it is connected correctly students may begin reviewing the concepts by playing the games all while using kinesthetic learning to step on the corresponding number answers.  Research shows that students reacted positively to the exercise and showed an improvement on their scores at both assessment periods (Melander & Wortmann, 2013).  Through this review students can relearn the math facts that they forgot as well as have fun playing.

Through learning about Universal Design for Learning, I was able to improve my lesson to essentially reach more learners.  UDL really helped me learn how to insert additions into my lessons to optimize levels of support.

References:

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Kohut, G. F. & Yon, M. G. (2013). Student Perceptions of Cognitive and Social Learning in Global Virtual Teams: A Pilot Study. The Journal of Effective Teaching, 13(1), 19-32.

Long Division Style (2012). Retrieved on August 9, 2013 from http://www.youtube.com/watch?v=iWU6K3GV2A8.

Melander, L. A., & Wortmann, S. L. (2011). Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane. The Journal of Effective Teaching, 11(2), 75-86.

SUDOKU (n.d.) Retrieved on August 9, 2013 from http://juegos-inusuales.blogspot.com/.

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