Universal Design for Learning

 Part One: Article Summary- Universal Design for Learning: Guidelines for Accessible Online Instruction

Universal Design for Learning (UDL) is a teaching approach that aims to create an inclusive learning environment by removing barriers and providing multiple ways for students to learn and demonstrate their knowledge. It is learner-centered, emphasizing collaboration and community. In their journal, Rogers-Shaw, Carr-Chellman, and Choi stress that UDL must be accessible to all learners. Research shows that students with disabilities often face greater challenges in traditional learning environments. Fortunately, as new technologies emerge, so do innovative strategies for learning. However, technology alone is not enough. As educators, we must rethink how we approach teaching to ensure that every student has an opportunity to succeed.

UDL is similar to the classic story of Goldilocks, educators must provide students with various strategies and allow them to explore until they find the one that works "just right" for them. This approach requires us to consider all ways of learning, including how knowledge is defined, acquired, and expressed. One strategy does not fit all students. Instead, education must be personalized to meet the diverse needs of each learner. UDL includes multiple means of representation, action, expression, and engagement to accommodate these differences.

Today’s classrooms are more diverse than ever, and teachers face a wide range of learning needs. UDL addresses this challenge by offering students different ways to demonstrate their knowledge. It shifts the focus from the "disabled student" to the "disabled curriculum"—suggesting that traditional curricula are often not designed to meet the needs of all learners. UDL emphasizes that inclusive course design should be the starting point, not something to address only when problems arise. UDL benefits not only students with learning disabilities but also neurotypical students and adult distance learners.

An interesting point from the article is that learners in urban areas often learn through maps and diagrams, while learners in rural areas (such as deserts, tundras, or jungles) may rely on spatial and natural elements for learning. Regardless of geography, the article emphasizes the value of multimodal learning resources—using various methods and tools to enhance the learning experience.  UDL benefits not only students with learning disabilities but also neurotypical students and adult distance learners.

This journal particularly focuses on lifelong learners, especially adult distance learners. As someone currently in this position, I find this topic especially relevant. I am located in China, over 6,800 miles away from my university, which gives me firsthand experience as a distance learner. With an increasing number of adults returning to education, there is a greater diversity in learning styles and needs. Adult learners often balance education with work, family, and other responsibilities, leaving them with limited time to engage. As a result, it’s essential that their learning be both efficient and engaging. Adult learners studying from home face many distractions, so they must be self-motivated, self-directed, and highly engaged in their studies. Effective communication is critical in this context. Feedback from instructors must be timely and clear, and instructions should be easy to follow. UDL can help make learning more accessible and effective for all lifelong learners, providing flexible and supportive pathways for their success.

Part Two: CAST Universal Design for Learning 

One strategy I plan to implement from CAST Universal Design for Learning in my lesson is Consideration 5.2: Use Multiple Tools for Construction, Composition, and Creativity. In this lesson, my high school Dance/Movement students will create choreography based on a topic they are passionate about. While this project typically doesn’t involve much technology, I want to incorporate different tools to help students actively express their learning. For example, students will begin by researching their chosen topic, allowing them to gather non-biased, research-based insights and inspiration for their movement. They will also use film to capture and edit their choreography using iMovie, which will offer them additional opportunities for creativity as they express their ideas.

Another strategy I will implement is Consideration 6.2: Anticipate and Plan for Challenges. To support students in managing their projects, I will provide a checklist to guide their work. This will help students stay organized and prevent last-minute concerns about not finishing on time. Having used iMovie extensively myself, I plan to introduce the software through a mini-lesson before students begin their projects. This will ensure they are familiar with its features and capabilities. I will also show an example of a completed project so students understand the expectations and can visualize the final outcome.

Part Three: 2024 NEPT

The NEPT 2024 report highlights a significant divide in digital technology usage and discusses how teachers can help reduce this gap through the active and effective use of technology. This aligns with the principles of Universal Design for Learning (UDL), as technology can support diverse learners through various strategies.

First, technology must offer "multiple means of representation." This means educators can present content in different formats, such as videos, interactive tools, screencasts, infographics, and audio. These various formats can be made even more accessible to all learners through features like auto-captions, text-to-speech, adjustable font sizes, and other tools that make the technology adaptive to individual needs.

Next, technology should provide "multiple means of expression," allowing students to demonstrate their learning in ways that suit them best. For example, in my choreography project, some students might feel nervous about performing their dance pieces in front of the class. By allowing them to create a video of their choreography, students can reduce their anxiety and express their ideas more creatively.

Finally, technology should offer "multiple means of engagement." We know that students are heavily influenced by technology in their daily lives, so integrating it into the classroom makes learning more relevant and engaging. While students might not be excited to write a 500-word essay, they are likely to be more enthusiastic about producing a 5-minute podcast. By incorporating technology into students' school experiences, we can increase their engagement, foster a greater passion for learning, and make education more accessible to all.

CAST, Inc. (n.d.). Use multiple tools for construction, composition, and creativity. UDL Guidelines. https://udlguidelines.cast.org/action-expression/expression-communication/construction-composition-creativity/

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. Retrieved from: https://tech.ed.gov/netp/

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.

AI in the Classroom- Magic School

 Part 1:  Use the Lesson Plan generator to create a lesson for the grade level/content area you teach using a specific standard/objective for your state as well as ISTE Student Standards. 

This is my first time using MagicSchool, and I am impressed by its AI capabilities. To be honest, I've struggled with this unit for some time. I had some ideas outlined, but MagicSchool expanded on them, making them more well-rounded. I asked MagicSchool to implement three different Common Arts Standards for my 7th-grade students:

• Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.

• Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

• Use various character objectives in a drama/theatre work.

Additionally, I wanted MagicSchool to incorporate the ISTE standard: Students create original works or responsibly repurpose or remix digital resources into new creations. The end goal of this lesson is to perform a monologue as a performance assessment, which aligns well with the types of assessments I already use in my classroom.

This lesson is appropriate for my 7th graders, especially with the technology integration aspect. Using collaborative tech tools like GoogleDocs is appropriate for their tech level and something that I can easily monitor appropriate usage of. I appreciate how this lesson plan explores different work scenarios, starting with brainstorming in pairs and then moving to independent work. I also like the extension activity for early finishers, which allows for differentiation and enables students to work at their own pace.

One change I would make is to adjust the timing of this lesson. While it is designed for one period, I would spread it out over four lessons since I only see my 7th graders for 40-minute blocks. This would also give sufficient time for the memorization of the monologue. I would also provide a more guided structure for using the technology. However, I prompted MagicSchool to suggest technology tools for the lesson, and it made some excellent recommendations.

Overall, this technology tool is fantastic for creating lesson plans. I have used AI for lesson planning in the past, but I usually received more general guidelines. By inputting specific standards into MagicSchool, I was able to get detailed, level-appropriate content that would be rigorous and challenging for my students.

Lesson Plan: Creating, Preparing, Performing Monologues.docx

Part 2: Interact with at least one AI-powered tool of your choosing on the Magic School page.

I used the Rubric Generator tool to create my rubric for this lesson. In the past, I have used AI for rubric creation as I find that the variations in wording can save a lot of time while providing diverse expectations for students. While I typically use AI to create rubrics, I've gone about it in a slightly different way. Typically, I input the category and describe what a score of 5 would look like. The AI then generates the scale, which I format. This process significantly streamlines my work. I was excited to find a new way of creating rubrics using grade-level standards as the input.

MagicSchool’s tool requires you to input standards and assessments. While this method has potential, I feel the categories and performance objectives it generates aren't specific enough for my needs. For instance, MagicSchool created a category called "Respect for Others," which seems like a buzzword extracted from the lesson objectives. I would prefer to make it more specific, such as "Audience Participation." This still addresses respect in the context of being an audience member but is tailored to the classroom setting. It helps students understand how to demonstrate attentive listening and support their peers effectively.

Improving the input I provide to the AI, such as being more precise about the desired outcomes, would enhance the rubric's effectiveness for grading. Overall, using rubrics is crucial for assessing student performance, as they clearly outline how students can improve. Relying solely on letter grades for performance assessments makes it challenging to justify their meaning.

Part 3: Reflection

I am thoroughly impressed by Magic School and the tools it offers teachers. While many people view AI as “cheating” or a way to cut corners, I see it as a valuable resource. When used responsibly, AI can significantly enhance both personal and professional efficiency. I would recommend Magic School to my colleagues.

One feature I’m excited to introduce is the “Create Teacher Joke” tool, which allows you to input specific contexts for lessons and generate relevant jokes. A colleague of mine loves incorporating humor into his teaching, and I think this feature could be a fun addition to his classroom. I’ve already tested a few joke topics and plan to try them out as well.

However, one challenge with Magic School is the temptation to use it as a “one-size-fits-all” guide. While it provides many helpful tools, it’s essential to tailor them to your specific classroom needs. I still prefer to create my own PowerPoint to ensure I fully understand how to apply the content in my classroom. I’ve seen instances where educators rely on AI without fully grasping the material, leading to a clear disconnect in their teaching. AI can provide a general overview, but it's crucial to ensure that this generality doesn’t translate into the classroom.

Despite these challenges, the benefits of using Magic School far outweigh the drawbacks. As someone who already incorporates AI technologies into my teaching, I appreciate that Magic School consolidates various tools into one platform tailored specifically for educators. I’m also interested in exploring the student side of this technology. By modeling responsible AI use, we can teach students how to effectively leverage these tools to enhance their lives.

Magic School. (2024). MagicSchool: A Comprehensive Platform for Educators.  MagicSchool. https://www.magicschool.ai

Processes That Support Learning

This infographic highlights the main ideas in Chapter 4: How People Learn II: Learners, Contexts, and Cultures. The executive function, self-regulation, and memory are essential parts of learning and retaining new information. Chapter 4 discusses how people learn so that teachers can develop best practices for their students when designing lesson plans and curricula. Various strategies should be used when delivering content to students so that they can create life-long learning connections that involve multiple ways of thinking and remembering.

Briefly describe 3 major points discussed in the chapter that impact curriculum design. 

1. Learning is supported by a variety of cognitive processes that must work together to enhance executive function. Research shows that strong executive function skills are often found in individuals who achieve high levels of learning and come from higher socioeconomic backgrounds. Conversely, low executive function is associated with conditions such as autism and other learning disorders. Therefore, incorporating social-emotional learning (SEL) tools to develop executive functions is crucial in curriculum planning. In my drama classroom, a strong emphasis is placed on character development, which fosters emotional learning. Students must recognize and understand emotions to portray them effectively. Empathy is also highly emphasized in drama; students literally put themselves in their characters' shoes to create authentic performances.

2. Students can monitor their own learning through metacognition. To promote lifelong learning, we need to equip students with the tools to become self-regulated learners. For instance, when memorizing a poem, students can try different strategies, such as repeating it out loud, writing it down, or breaking it into smaller parts. It’s important to provide various learning approaches in the classroom. Incorporating technology can further engage students and encourage them to take ownership of their learning. Additionally, we should teach students about the importance of sleep, as it plays a vital role in memory retention. Adequate sleep helps students consolidate and retain what they’ve learned.

3. Memory is a key component of learning. We can think of memories like a bookshelf: we want to store and retrieve information effectively. However, memories can evolve over time, influenced by new knowledge and current beliefs. This is why it's important to revisit challenging concepts periodically throughout the school year or across several years of education. For example, I might introduce basic concepts of Shakespeare in 6th grade and have students perform monologues in 12th grade. This approach builds on their previous knowledge and experiences. However, it’s important to recognize that time can change our understanding, so we should expect that knowledge will shift as memories do.

Discuss at least one connection to Gura’s ideas about the creative learning environment.  What tools and practices provided by Rivero can support creativity and are aligned with the chapter you read?

As a drama teacher, I wholeheartedly support Gura’s views on the importance of creativity in fostering 21st-century skills. Technology is advancing so quickly that we can't predict the types of jobs our students will encounter when they enter the workforce. Our best approach is to equip them with skills like creativity, which will help them navigate future challenges.

I've recently been speaking with many high school students interested in careers in AI—fields that didn't even exist when I was in college a decade ago. For a recent midterm, I had my students create a character and develop distinct vocal qualities for it. While this assignment was part of our voice unit, the creative skills involved could be valuable in the future, particularly for those working on AI voice bots. By nurturing their creativity, we empower students to pursue diverse paths in life.

One tech tool that particularly caught my attention is the Mussila mobile app, presented by Rivero. This app teaches music theory fundamentals through gamification, which I found fascinating. I shared it with the music teachers at my school, who are eager to incorporate it into their lessons. For middle school students, using a game-like app for homework will undoubtedly be exciting! Moreover, this aligns with many metacognitive functions outlined in Chapter 4. Students engage with concepts in a game format, allowing them to regulate their own learning by reviewing and reinterpreting knowledge. This type of game supports various cognitive processes, including attention, emotional regulation, and inhibition, all of which are essential for successful learning.

Select one ISTE Standard for Students and discuss connections to the content you read.

ISTE Standard 1.1a states that students set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve outcomes. This standard emphasizes student motivation and self-regulation strategies. By setting their own learning goals, students take responsibility for their education, allowing them to direct their cognitive efforts more effectively and take pride in what they learn. This personal interest fosters deeper connections and helps them retain information more effectively.

We know that memory is influenced by personal experiences, so when students enjoy what they learn, that knowledge is more likely to be stored in their long-term memory. Using technology in the learning process can enhance cognitive processes, such as attention since technology often captures students’ focus. Finally, reflecting on their learning supports executive function and helps students encode knowledge into their episodic long-term memory, which is tied to conscious and emotional connections. By making learning enjoyable, we can help ensure that this knowledge is ingrained in their memories for a lifetime.

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7
ISTE Standards for Educators (2017). Retrieved from: https://www.iste.org/standards/for-educators
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures
Rivero, V. (2020). A Whole New Class of Art.

AWI in Lesson Planning and Triple E Framework

Part One: Authentic Intellectual Work/Authentic Instruction & Assessment

Every day, adults are tasked with performing authentic intellectual work. This week, for instance, I am responsible for balancing my finances between two different countries. I need to develop a savings plan, calculate my daily living expenses, and understand how to transfer money between bank accounts while accounting for taxes on my Chinese salary (as a foreign worker in China) and taxes on income from jobs I held in the U.S. earlier this year. Sounds complicated, right? These are the types of problems adults face daily, but did we learn how to tackle such tasks in school? I did not. Most of my math classes involved solving problems presented by the teacher, and while I learned calculations for tests and exams, that knowledge has faded over time.

This is where Authentic Intellectual Work (AIW) comes into play. We need to provide students with real-world problems that can be applied outside of school. The three-fold criteria for AIW include the construction of knowledge, disciplined inquiry, and value beyond school. Authentic Intellectual Work must be balanced with Authentic Instruction and Assessment. This means educators can use various instructional strategies, but the instruction should lead to Authentic Intellectual Work. Assessments should not merely test students on memorized content; instead, they must demonstrate that students have not only learned but can also apply their knowledge effectively.

The Chicago 12-School Study (K-8) shows a stark contrast in test scores between teachers who used Authentic Instruction and those who did not. The scores were “30 to 56 percentiles higher than students of teachers who gave the lowest quality assignments” (Newmann et al., 2007).

After learning about Authentic Intellectual Work, I wanted to explore how my students could apply this concept in my classroom, specifically in a high school improv acting class. Many of these students are holding their first jobs or discussing the types of jobs they want after college. I propose a project where students research what employers look for in candidates and prepare questions they believe an employer might ask in a job interview. Students will improvise this scenario, with one acting as the employer and the other as the interviewee, responding to questions on the spot.

This project will involve research, creativity, and the development of questions based on job titles. It will teach students to think on their feet in a professional environment. To add variety, I might ask students to portray a character who is unlikely to get the job, demonstrating what not to do in an interview. This will further develop their improv skills, which are applicable throughout their lives. This is an example of Authentic Intellectual Work—not just something for students to memorize, rinse, and repeat.

Part Two: 2024 National Education Technology Plan Update

In 2024, students of all ages are integrating technology into their daily lives. They actively engage with technology outside of school by commenting on social media, creating TikTok videos, or writing code for video games. Additionally, there is a significant amount of passive technology use, such as watching hours of YouTube, scrolling through social media, or playing video games that require minimal interaction. The 2024 NEP looks at how teachers can include those types of technology interactions in their classrooms. 

I teach a high school Dance/Movement class. At the beginning of the year, I had students watch several videos showcasing various elements of dance, including emotional expression and different styles. I soon recognized that merely showing a dance video was not sufficient; students needed to interact with the technology instead of just observing it. I designed an assignment where students researched and posted Hip-Hop dance videos on Padlet, then commented on their peers' videos using Hip-Hop terminology we had learned in class.

For my next project, I want to deepen these technological interactions. We have discussed why people dance, often as a means of expressing their passions. Students will research a social issue they are passionate about and create a dance piece inspired by that topic. In addition to researching their subject, they will film their dance to incorporate video editing, further enhancing their message. This project will encourage disciplined inquiry, prompting students to consider how they can discuss social issues without using their voices.

This project aligns with Universal Design for Learning (UDL) principles, accommodating a wide range of learners and dance abilities in my class. For instance, I have a student who struggles in most other subjects due to ADHD but thrives in dance/movement because he is highly observant and can engage fully during our 80-minute classes. I believe that allowing him to explore a topic he is passionate about through dance will lead to significant success. Similarly, students with lower-level dance skills can create simple movements while leveraging their technology and video creation skills to enhance the meaning of their projects.

UDL fosters an environment where students of all abilities can thrive through active technology use. These types of projects create authentic learners who are deeply engaged and passionate about their creations.

Part 3:  Triple E Framework

The outbreak of the COVID-19 pandemic forced many schools to transition to virtual learning for extended periods. Personally, I struggled to integrate technology, especially active technology use, into the classroom during that time. Kolb’s Triple E framework serves as a guide for teachers to ensure that lessons effectively incorporate the three E’s—Engagement, Enhancement, and Extension—during lesson planning.

Let’s consider my Dance/Movement video project centered around students’ passions. Does it cover engagement? I plan to have students work in pairs for this project, allowing them to co-use technology. When editing their videos, they will likely share a device and collaborate to decide which editing elements best convey their message. This collaborative effort supports their learning goals, as the unit's theme aligns with the National Core Arts Standard (NCAS): DA.1.II a. Synthesize content generated from stimulus materials to choreograph dance studies or dances using original or codified movement.

Enhancement is achieved through personalization. Students will select a topic they are passionate about and express it through movement rather than words. Differentiation occurs by creating a multifaceted project that encourages various critical thinking skills. By participating in this project, students will develop a range of soft skills, which fall under the extension category of the Triple E framework. They will learn time management, artistic interpretation, empathy, and creativity.

A project that incorporates all three aspects of the Triple E framework naturally embodies Authentic Intellectual Work, promoting assignments that move beyond rote memorization and traditional tests. Multifaceted projects equip students with skills they can carry with them throughout their lives. We are shaping the future, so let’s equip our students with the skills they need for tomorrow.

References

Gaer, S., & Reyes, K. (2022). Finally, some guidance! using the triple E framework to shape technology integration. ADULT LITERACY EDUCATION THE INTERNATIONAL JOURNAL OF LITERACY LANGUAGE AND NUMERACY, 4(3), 34–40. https://doi.org/10.35847/sgaer.kreyes.4.3.34

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Common standards for rigor and relevance in teaching academic subjects. In Iowa Department of Education, Prepared for the Iowa Department of Education.

The Digital Use Divide - Office of Educational Technology. (2024, January 31). Office of Educational Technology. https://tech.ed.gov/netp/digital-use-divide/

State Education Agency Directors of Arts Education. (2014). National Coalition for Core Arts Standards (2014) National Core Arts Standards [Report]. https://www.nationalartsstandards.org/sites/default/files/Dance

Introduction

 And Action...

Welcome to my blog, That Theater Teacher! You guessed it, I am a Theater Teacher. I currently teach middle and high schoolers at Tsinghua International School in Beijing, China. Before becoming a Theater Teacher, I was a professional musical theatre actress, based in New York City. In 2019, I was on the Wizard of Oz International Tour. When performing in Saudi Arabia, I had the opportunity to visit an International School and speak with the Theater students at the school. At the time, I had no idea that the job of International Theater Teacher existed and I was very inspired by the teachers and students at the school. I thought to myself that this was a job I would like to hold one day. Cut to a few years later, here I am living out my dream job in Beijing, China. My goal, not just professionally but personally as well, is to spread the love of theater to anyone who walks into my classroom. Theater greatly inspired my life through its collaborative aspects and through the joy that performing has brought to my life. In my opinion, there is no greater feeling than the rush you feel after a successful performance. I am currently working to bring those types of performance opportunities to my school. I am working on creating a mid-year show to happen in January and a full-length musical to be performed in the spring. Through my daily classroom teachings, I want to develop a diverse curriculum that will engage students and bring confident performance skills that students can use both on and off the stage. In the future, I would like to spread those curriculum development skills and write drama curricula for other teachers. I find that a good theater teacher has a very engaging classroom where students can feel comfortable expressing themselves but also be able to develop their skills at home. I want to continue to use technology to aid students and myself, especially outside of the classroom. One way I currently use tech is to have students audio record themselves doing vocal warm-ups and turn them in for a grade. This is not only a way for me to track progress but also a way to ensure students are sharpening their performance skills. Technology aids us and it is my goal to find more uses of technology in the classroom. I am looking forward to applying the skills learned in Intro to Learning Technologies to my daily life. 

Using Standards and Technology

 Standards and Tech for the Drama Classroom

ISTE Standard 1.6 focuses on empowering students to become Creative Communicators. This standard encourages students to leverage technology to transform complex ideas into accessible formats. Specifically, I will explore Standard 1.6.b, which emphasizes creating original works or responsibly remixing digital resources. In my 6th-grade class, I will also incorporate the National Core Arts Standards, particularly TH.1.6.a, which involves adapting a drama/theater work and presenting it informally to an audience. 

    Our upcoming unit will delve into the history of theater, with a significant emphasis on Shakespeare. However, I’ve noticed that 6th graders often struggle with Shakespearean language. To combat this, I plan to use Theatre HD, an online performance platform that offers access to Shakespearean productions. We will watch clips from the Royal Shakespeare Company's Romeo and Juliet, allowing us to travel to England to experience one of the world's most iconic theater companies. After viewing the performance, students will utilize Quillbot to rewrite and reinterpret the Romeo and Juliet prologue. For example, they will take the phrase "Two households both alike in dignity" and use Quillbot to explore the phrase's meaning. This tech tool enables students to look up unfamiliar words and rephrase Shakespeare's writing into accessible language for 6th graders. Once they have interpreted the prologue in their own words, they will create their own live performance. This creative process will enable them to set the scene and express their interpretations through live performances.

 This lesson plan employs the engagement strategy through a Gradual Release of Learning. First, students will watch a theater piece, and then dissect and interpret the text, culminating in their own performance. Enhancement is completed by personalizing a Shakespearean text. Students will engage in higher-order thinking, as outlined in Bloom's Taxonomy, by creating their own version of the material. According to Liz Kolb's Triple E Framework, the final component is extension, which allows students to build upon their knowledge. In this lesson, Role Playing serves as the extension strategy. This approach is essential for students to apply their understanding in a theater classroom. Acting out an adapted Shakespearean text requires a deep comprehension of their interpretation, as they must convincingly perform for their peers. While the presentation will be informal, it demands confidence and understanding. I hope students will gain not only a clearer grasp of Shakespeare's work but also the self-assurance that comes from creating and performing their own interpretations.   

Triple E Framework. (2011). Instructional strategies. https://www.tripleeframework.com/instructionalstrategies.html

International Society for Technology in Education. (2024). ISTE standards for students. https://iste.org/standards/students

National Coalition for Core Arts Standards. (2021). Theatre at a glance. https://nationalartsstandards.org/sites/default/files/2021-11/Theatre%20at%20a%20Glance.pdf