WEBVTT 1 00:00:03.580 --> 00:00:05.410 You may have already looked 2 00:00:05.410 --> 00:00:08.320 at the universal design for learning guidelines 3 00:00:08.320 --> 00:00:12.510 and kind of thought through these three principles. 4 00:00:12.510 --> 00:00:15.220 And I just wanted to kind of bring it back up 5 00:00:15.220 --> 00:00:17.580 with this visual of the different brain networks 6 00:00:17.580 --> 00:00:21.160 because the piece that I think is so strong about 7 00:00:21.160 --> 00:00:22.570 universal design for learning 8 00:00:22.570 --> 00:00:25.990 is that it's based on two bodies of research, 9 00:00:25.990 --> 00:00:28.950 one being the neuroscience of learning, 10 00:00:28.950 --> 00:00:32.650 which has been happening over a long period of time. 11 00:00:32.650 --> 00:00:36.680 And as new developments happen in neuroscience, 12 00:00:36.680 --> 00:00:39.460 they are being applied to UDL. 13 00:00:39.460 --> 00:00:42.580 So one of the things that I think was a huge shift 14 00:00:42.580 --> 00:00:44.110 when learning about UDL for me 15 00:00:44.110 --> 00:00:47.730 was the fact of when you're learning, 16 00:00:47.730 --> 00:00:51.540 there used to be some preconceived ideas about 17 00:00:51.540 --> 00:00:56.540 learning styles or right brain, left brain kinds of ideas. 18 00:00:57.120 --> 00:00:58.300 And a lot of that now 19 00:00:58.300 --> 00:01:00.830 that we have so much advanced technology 20 00:01:00.830 --> 00:01:02.770 with neuroscience research, 21 00:01:02.770 --> 00:01:04.980 those kinds of things have really been debunked 22 00:01:04.980 --> 00:01:09.440 as far as people having a particular learning style. 23 00:01:09.440 --> 00:01:11.950 Now they talk about more learning preferences 24 00:01:11.950 --> 00:01:15.150 that people might prefer a certain way to learn, 25 00:01:15.150 --> 00:01:18.240 but your brain is actually, your whole brain 26 00:01:18.240 --> 00:01:20.380 is working all the time when you're learning. 27 00:01:20.380 --> 00:01:23.290 It's not only the right side or the left side 28 00:01:23.290 --> 00:01:26.160 or a particular visual area of the cortex, 29 00:01:26.160 --> 00:01:27.780 it's all of your brain. 30 00:01:27.780 --> 00:01:31.440 And so thinking about how to engage 31 00:01:31.440 --> 00:01:33.730 these three different networks 32 00:01:33.730 --> 00:01:36.250 was really an aha moment for me. 33 00:01:36.250 --> 00:01:38.520 And the first principle talks about 34 00:01:38.520 --> 00:01:40.480 providing multiple means of engagement. 35 00:01:40.480 --> 00:01:42.770 And you'll see the area of the brain 36 00:01:42.770 --> 00:01:47.220 that's highlighted there is the limbic system. 37 00:01:47.220 --> 00:01:50.640 And I know some of you may have knowledge already about 38 00:01:50.640 --> 00:01:52.210 the brain and neuroscience. 39 00:01:52.210 --> 00:01:53.690 So I'm not trying to teach 40 00:01:53.690 --> 00:01:56.590 anything particular about neuroscience. 41 00:01:56.590 --> 00:01:58.950 It's more of the overarching ideas. 42 00:01:58.950 --> 00:02:02.010 So the fact that in the affective network 43 00:02:02.010 --> 00:02:05.520 where your limbic system lives, the amygdala's there. 44 00:02:05.520 --> 00:02:10.520 And any time that you are coming into a learning environment 45 00:02:10.890 --> 00:02:15.890 and putting yourself in that place, emotions are happening, 46 00:02:16.440 --> 00:02:17.760 whether you like it or not, 47 00:02:17.760 --> 00:02:19.250 that's just what your brain does. 48 00:02:19.250 --> 00:02:22.840 It checks to make sure you're in a safe environment. 49 00:02:22.840 --> 00:02:25.810 And if your environment isn't safe, 50 00:02:25.810 --> 00:02:28.010 you may know the fight or flight syndrome 51 00:02:28.010 --> 00:02:31.810 where your brain literally turns off 52 00:02:31.810 --> 00:02:33.520 those critical thinking aspects. 53 00:02:33.520 --> 00:02:36.660 And instead it's like, uh-oh, this is not safe. 54 00:02:36.660 --> 00:02:38.530 I've got to get out of this area, 55 00:02:38.530 --> 00:02:40.980 this environment, whatever I'm in. 56 00:02:40.980 --> 00:02:42.410 I've got to run from that bear 57 00:02:42.410 --> 00:02:46.790 that's chasing me back from that reptilian brain 58 00:02:46.790 --> 00:02:48.810 as it was first developed. 59 00:02:48.810 --> 00:02:52.760 And so we have to just keep that in mind 60 00:02:52.760 --> 00:02:55.630 that we don't want our students 61 00:02:55.630 --> 00:02:59.060 to be feeling lots of stress or anxiety 62 00:02:59.060 --> 00:03:01.110 when they're entering into a learning environment 63 00:03:01.110 --> 00:03:03.130 that we're helping to create. 64 00:03:03.130 --> 00:03:05.350 So that's always the first thing 65 00:03:05.350 --> 00:03:08.990 that I try to think of when I'm planning 66 00:03:08.990 --> 00:03:13.570 whether it's an online course or an in-person space, 67 00:03:13.570 --> 00:03:18.350 just making sure that there are some perhaps agreements 68 00:03:18.350 --> 00:03:22.420 amongst the students of how we're going to be interacting. 69 00:03:22.420 --> 00:03:24.500 And particularly in an online class, 70 00:03:24.500 --> 00:03:26.510 when you might be asking them to share ideas 71 00:03:26.510 --> 00:03:28.600 and post to discussions, 72 00:03:28.600 --> 00:03:33.230 whether it's Yellowdig or the Blackboard Discussion, 73 00:03:33.230 --> 00:03:35.300 Perusall, whatever it might be, 74 00:03:35.300 --> 00:03:37.780 that there are some sort of some agreements about 75 00:03:37.780 --> 00:03:41.820 community and respect and how people will engage. 76 00:03:41.820 --> 00:03:44.610 So the recognition network is talking about 77 00:03:45.460 --> 00:03:47.880 providing multiple means of representation. 78 00:03:47.880 --> 00:03:51.290 And that's because the area in purple that's highlighted 79 00:03:51.290 --> 00:03:56.290 is the area where memories and prior knowledge is stored. 80 00:03:56.800 --> 00:03:59.810 So what you want to be doing 81 00:03:59.810 --> 00:04:04.810 is actually showing parts of your content in different ways. 82 00:04:04.960 --> 00:04:09.110 So perhaps as I noticed, Jen had set up for this week, 83 00:04:09.110 --> 00:04:11.080 like there's a podcast, 84 00:04:11.080 --> 00:04:14.760 there's some videos and screencasts, there's texts to read. 85 00:04:14.760 --> 00:04:16.420 So there's different options. 86 00:04:16.420 --> 00:04:21.120 I think also Perusall this week, maybe Jen, I saw happening. 87 00:04:21.120 --> 00:04:23.440 So there's different ways to be engaging 88 00:04:23.440 --> 00:04:26.790 with the content that she's wanting you all to learn 89 00:04:26.790 --> 00:04:29.530 and not just one modality. 90 00:04:29.530 --> 00:04:32.720 And so if you were to read something 91 00:04:32.720 --> 00:04:36.590 and you didn't quite get it through just reading the text, 92 00:04:36.590 --> 00:04:40.250 you can also like watch a video about the same topic 93 00:04:40.250 --> 00:04:43.310 or hear a podcast and then go back again 94 00:04:43.310 --> 00:04:44.620 and kind of reread it. 95 00:04:44.620 --> 00:04:46.710 And it might help put those pieces together 96 00:04:46.710 --> 00:04:49.850 because one of those different ways 97 00:04:49.850 --> 00:04:51.040 of accessing the knowledge 98 00:04:51.040 --> 00:04:53.090 might trigger more of what know you 99 00:04:53.090 --> 00:04:55.390 in your own prior knowledge. 100 00:04:55.390 --> 00:04:57.020 And my understanding of neuroscience 101 00:04:57.020 --> 00:04:59.600 is that's how those neural networks are built. 102 00:04:59.600 --> 00:05:02.290 If you take something that you already know 103 00:05:02.290 --> 00:05:04.710 and then connect it to the new knowledge, 104 00:05:04.710 --> 00:05:07.490 and that's how you get more super highways 105 00:05:07.490 --> 00:05:09.970 and being able to recall your information 106 00:05:09.970 --> 00:05:12.950 and really process it more efficiently. 107 00:05:12.950 --> 00:05:16.670 And so the more that we can help folks access 108 00:05:16.670 --> 00:05:19.930 what they already know, their prior experiences 109 00:05:19.930 --> 00:05:23.090 and connect that and help make sense 110 00:05:23.090 --> 00:05:26.260 of why this knowledge is important for them to know, 111 00:05:26.260 --> 00:05:28.083 that really helps with the learning. 112 00:05:29.020 --> 00:05:32.920 And then finally, you see, the frontal lobe is highlighted 113 00:05:32.920 --> 00:05:35.670 for the strategic network principle number three, 114 00:05:35.670 --> 00:05:39.240 which is providing multiple means of action and expression. 115 00:05:39.240 --> 00:05:41.070 And that's really where students 116 00:05:41.070 --> 00:05:43.190 would be doing their critical thinking 117 00:05:43.190 --> 00:05:46.530 and putting together the knowledge that they had learned 118 00:05:46.530 --> 00:05:48.590 and showing it back to you, 119 00:05:48.590 --> 00:05:52.560 so different ways they can express what they know. 120 00:05:52.560 --> 00:05:56.180 And so going back to my original example 121 00:05:56.180 --> 00:06:01.180 of the multiple mid-term, sometimes you're restricted 122 00:06:01.200 --> 00:06:02.930 as far as like the size of the class 123 00:06:02.930 --> 00:06:06.310 and what you're able to offer for assessments, 124 00:06:06.310 --> 00:06:08.710 but creating those little ways 125 00:06:08.710 --> 00:06:12.000 of practicing ahead of the larger test 126 00:06:12.000 --> 00:06:15.020 can really put students in a better position 127 00:06:15.020 --> 00:06:18.930 if you need them to express something in a particular way. 128 00:06:18.930 --> 00:06:23.560 And I know that can be really important in certain fields, 129 00:06:23.560 --> 00:06:27.690 for example, in nursing, when you need your students 130 00:06:27.690 --> 00:06:31.150 to be able to do something in a particular way, 131 00:06:31.150 --> 00:06:34.100 a particular procedure that they're supposed to remember 132 00:06:35.000 --> 00:06:36.903 or a way of administering something, 133 00:06:37.990 --> 00:06:39.370 it can be really important 134 00:06:39.370 --> 00:06:41.890 that they do it that particular way. 135 00:06:41.890 --> 00:06:44.820 However, as scaffolds ahead of that, 136 00:06:44.820 --> 00:06:49.820 you can help them do parts of that procedure ahead of time 137 00:06:50.360 --> 00:06:54.870 and give all a wide variety of opportunity for practice. 138 00:06:54.870 --> 00:06:56.650 I think that's what's most important 139 00:06:56.650 --> 00:06:59.663 if it needs to be demonstrated in a particular way. 140 00:07:01.730 --> 00:07:06.500 So that's kind of the overarching ideas 141 00:07:06.500 --> 00:07:09.360 amongst the three principles of universal design 142 00:07:09.360 --> 00:07:13.230 for learning and how the neuroscience ties into that. 143 00:07:13.230 --> 00:07:16.630 The other piece of research that UDL is built upon 144 00:07:16.630 --> 00:07:20.160 is universal design and architecture. 145 00:07:20.160 --> 00:07:22.850 And I didn't make a separate slide for that, 146 00:07:22.850 --> 00:07:25.600 but I just wanted to put that out there 147 00:07:25.600 --> 00:07:28.310 and let you know that in architecture, 148 00:07:28.310 --> 00:07:32.730 when you're thinking about creating the best approach 149 00:07:32.730 --> 00:07:35.980 to an environment that's physical, 150 00:07:35.980 --> 00:07:38.230 so let's say you're building 151 00:07:38.230 --> 00:07:41.210 the Davis Center at the UVM Campus, 152 00:07:41.210 --> 00:07:43.940 you need to decide what are the best ways 153 00:07:43.940 --> 00:07:48.090 that the most people, regardless of their mobility, 154 00:07:48.090 --> 00:07:49.730 can access the building 155 00:07:49.730 --> 00:07:52.280 and be able to get around in the building. 156 00:07:52.280 --> 00:07:54.960 So things like you'll notice at the Davis Center, 157 00:07:54.960 --> 00:07:58.580 they have curb cuts in front of the building. 158 00:07:58.580 --> 00:08:01.310 They have the big buttons that you can press 159 00:08:01.310 --> 00:08:04.800 to get those giant glass doors to open. 160 00:08:04.800 --> 00:08:08.460 And they also have elevators 161 00:08:08.460 --> 00:08:10.763 to get up and down to the different floors. 162 00:08:11.630 --> 00:08:15.470 So there's a variety of ways that regardless 163 00:08:15.470 --> 00:08:18.250 of how you are moving around the environment, 164 00:08:18.250 --> 00:08:20.450 that you can still access what you need to do 165 00:08:20.450 --> 00:08:22.243 at the Davis Center. 166 00:08:22.243 --> 00:08:27.243 And that's kind of the overarching idea of universal design 167 00:08:27.630 --> 00:08:30.870 for learning from the point of view of the architecture 168 00:08:30.870 --> 00:08:33.900 is that you construct a learning environment 169 00:08:33.900 --> 00:08:38.520 that is accessible for all the students who come into it 170 00:08:38.520 --> 00:08:41.220 and that there's different ways of approaching it. 171 00:08:41.220 --> 00:08:43.060 So when you have a curb cut, 172 00:08:43.060 --> 00:08:46.880 it's very useful for someone in a wheelchair, 173 00:08:46.880 --> 00:08:48.870 but certainly useful for those of us 174 00:08:48.870 --> 00:08:52.740 who have a grocery cart, a piece of luggage 175 00:08:52.740 --> 00:08:56.160 that's on wheels, a baby stroller, 176 00:08:56.160 --> 00:08:57.700 the FedEx delivery person 177 00:08:57.700 --> 00:08:59.910 who's bringing goods to the bookstore. 178 00:08:59.910 --> 00:09:01.623 It's helping all those people. 179 00:09:02.700 --> 00:09:06.580 So the way this is designed is the very top row 180 00:09:06.580 --> 00:09:10.350 is to provide access to students. 181 00:09:10.350 --> 00:09:15.350 And so a lot of times UDL is talked about 182 00:09:17.400 --> 00:09:20.210 as principle number one, principle number two, 183 00:09:20.210 --> 00:09:21.890 principle number three. 184 00:09:21.890 --> 00:09:24.220 And what I like about the visual I have on my slide 185 00:09:24.220 --> 00:09:29.220 is it's asking you to think across the whole horizontal bar 186 00:09:29.260 --> 00:09:33.620 of engagement, representation, and action, and expression 187 00:09:33.620 --> 00:09:36.320 as like an entry point for your students. 188 00:09:36.320 --> 00:09:37.970 And I've also heard it talked about 189 00:09:37.970 --> 00:09:40.300 by the folks at Cast as a welcome mat. 190 00:09:40.300 --> 00:09:44.560 So welcoming folks into your learning environment. 191 00:09:44.560 --> 00:09:47.660 And so a lot of things on this first row 192 00:09:47.660 --> 00:09:52.430 are very more simple ideas of ways 193 00:09:52.430 --> 00:09:57.430 that you can give students options to get into the content 194 00:09:57.610 --> 00:10:01.500 for your class and really get engaged. 195 00:10:01.500 --> 00:10:04.570 And the most important one, in my opinion, 196 00:10:04.570 --> 00:10:07.480 is on the engagement side 197 00:10:07.480 --> 00:10:09.950 is minimizing threats and distractions. 198 00:10:09.950 --> 00:10:11.650 And we were already talking about that 199 00:10:11.650 --> 00:10:15.080 and the idea of how students can get triggered 200 00:10:15.080 --> 00:10:16.790 just by the fact of having something 201 00:10:16.790 --> 00:10:19.950 like math anxiety or feeling like, 202 00:10:19.950 --> 00:10:23.070 I'm sure we've all heard students say things like, 203 00:10:23.070 --> 00:10:25.350 I'm not good at chemistry. 204 00:10:25.350 --> 00:10:26.963 I'm not good at math. 205 00:10:27.900 --> 00:10:30.960 I just don't get how to write essays, 206 00:10:30.960 --> 00:10:35.807 whatever it is, even graduate students in a lot of regards 207 00:10:36.780 --> 00:10:38.560 feel like there's particular things 208 00:10:38.560 --> 00:10:40.490 they're not as strong at. 209 00:10:40.490 --> 00:10:44.790 And so helping to give students options 210 00:10:44.790 --> 00:10:48.380 as far as how they can take in that content, 211 00:10:48.380 --> 00:10:53.380 but then also how they can give you formative assessments, 212 00:10:55.450 --> 00:10:59.780 which means little places where they can be writing about 213 00:10:59.780 --> 00:11:03.470 or talking with you or talking with each other 214 00:11:03.470 --> 00:11:06.600 about the content and building on their knowledge 215 00:11:06.600 --> 00:11:11.113 before they need to do a larger assessment is so important. 216 00:11:12.220 --> 00:11:15.690 So I have my students do a weekly journals. 217 00:11:15.690 --> 00:11:17.020 That's something that I'll give them 218 00:11:17.020 --> 00:11:19.750 a couple of prompts about the content. 219 00:11:19.750 --> 00:11:22.840 And it's a private conversation just between me 220 00:11:22.840 --> 00:11:24.560 and a particular student. 221 00:11:24.560 --> 00:11:26.620 I teach smaller graduate classes. 222 00:11:26.620 --> 00:11:30.160 So obviously, I have a little more time 223 00:11:30.160 --> 00:11:33.750 with not having 100 students to be able to do that 224 00:11:33.750 --> 00:11:36.500 and read through their journals and interact with them. 225 00:11:36.500 --> 00:11:40.160 But it's like a place where they can be more transparent 226 00:11:40.160 --> 00:11:42.280 with me about like what they're understanding 227 00:11:42.280 --> 00:11:43.500 and what they're not understanding. 228 00:11:43.500 --> 00:11:45.800 It's a place they could ask private questions 229 00:11:45.800 --> 00:11:49.270 about something, and many times they do. 230 00:11:49.270 --> 00:11:51.420 And another component of what I asked them to do 231 00:11:51.420 --> 00:11:53.960 in those journals is try to apply 232 00:11:53.960 --> 00:11:58.230 what they're learning that week to their own personal lives 233 00:11:58.230 --> 00:12:02.440 or their own work and how it might be applied directly 234 00:12:02.440 --> 00:12:05.630 to something they already are thinking about. 235 00:12:05.630 --> 00:12:09.320 And I definitely recommend that you do that in your classes 236 00:12:09.320 --> 00:12:10.970 that you're thinking about doing. 237 00:12:11.970 --> 00:12:14.280 Next piece there for representation 238 00:12:14.280 --> 00:12:16.320 when I look there is, again, 239 00:12:16.320 --> 00:12:18.070 like offering those different options 240 00:12:18.070 --> 00:12:20.340 for ways to acquire the information. 241 00:12:20.340 --> 00:12:23.990 And they talk there about offering alternatives 242 00:12:23.990 --> 00:12:27.340 for auditory, offering alternatives for visuals, 243 00:12:27.340 --> 00:12:31.230 offering ways of customizing the displays of information. 244 00:12:31.230 --> 00:12:33.400 So a lot of these can mean, 245 00:12:33.400 --> 00:12:35.390 just like I was mentioning before, 246 00:12:35.390 --> 00:12:38.800 having not only a reading by a particular author, 247 00:12:38.800 --> 00:12:41.590 but then offering a video with that same author 248 00:12:41.590 --> 00:12:43.263 talking about their subject. 249 00:12:44.400 --> 00:12:48.340 It can also mean like if you offer a video having captions 250 00:12:48.340 --> 00:12:49.820 or a transcript, 251 00:12:49.820 --> 00:12:54.820 so if somebody doesn't love to always acquire things by text 252 00:12:56.170 --> 00:12:59.080 that there is another option for them. 253 00:12:59.080 --> 00:13:00.800 Maybe they can use their computer 254 00:13:00.800 --> 00:13:03.780 to have it speak out the transcript for them, 255 00:13:03.780 --> 00:13:05.470 if they prefer that. 256 00:13:05.470 --> 00:13:07.940 And you might be thinking, well, these are things generally 257 00:13:07.940 --> 00:13:10.910 that are student accommodations. 258 00:13:10.910 --> 00:13:15.910 Well, yes, a lot of what UDL is based on 259 00:13:15.920 --> 00:13:18.850 is to also support students with disabilities. 260 00:13:18.850 --> 00:13:20.710 But the fact is when you offer things 261 00:13:20.710 --> 00:13:24.770 like captions, transcripts, videos, 262 00:13:24.770 --> 00:13:27.590 that actually helps a lot of students 263 00:13:27.590 --> 00:13:30.280 that don't have a documented disability, 264 00:13:30.280 --> 00:13:32.080 but just have a preference 265 00:13:32.080 --> 00:13:34.263 for the way they take in information. 266 00:13:35.150 --> 00:13:39.360 And so that way, it doesn't make anyone have to disclose 267 00:13:39.360 --> 00:13:42.430 a particular thing that they need an accommodation for. 268 00:13:42.430 --> 00:13:45.243 It just makes it available to anyone. 269 00:13:47.810 --> 00:13:50.470 And then finally, under action and expression, 270 00:13:50.470 --> 00:13:53.320 you'll see under that first row 271 00:13:53.320 --> 00:13:57.430 that it says providing options for physical action, 272 00:13:57.430 --> 00:13:59.890 optimizing access to tools, 273 00:13:59.890 --> 00:14:03.820 other assistive technologies, responses, and navigation. 274 00:14:03.820 --> 00:14:08.820 So some of that is related to assistive technologies, 275 00:14:09.440 --> 00:14:11.440 but other things like when I think of that 276 00:14:11.440 --> 00:14:14.030 and how I would do that in a classroom 277 00:14:14.030 --> 00:14:15.670 with my students who are graduate students 278 00:14:15.670 --> 00:14:20.040 would be to use something like a student response system 279 00:14:20.040 --> 00:14:25.040 to offer moments to pause and give them a chance to respond. 280 00:14:25.540 --> 00:14:30.430 Just like I was asking you all to put in a one or a two, 281 00:14:30.430 --> 00:14:32.300 depending on if you wanted me to keep going 282 00:14:32.300 --> 00:14:36.310 with this content or switch over to something else. 283 00:14:36.310 --> 00:14:41.040 So response systems are, they can be physical clickers. 284 00:14:41.040 --> 00:14:44.550 They can be an app that students use on their phone. 285 00:14:44.550 --> 00:14:45.850 It could be something simple 286 00:14:45.850 --> 00:14:49.220 like a poll using Teams or Zoom, 287 00:14:49.220 --> 00:14:52.040 but it's a way that students can signal to you 288 00:14:52.040 --> 00:14:53.410 where they're at 289 00:14:53.410 --> 00:14:56.730 and if they want to move on in a lecture situation 290 00:14:56.730 --> 00:15:00.570 or if they want to keep going with what you're doing. 291 00:15:00.570 --> 00:15:02.940 Also, you can ask comprehension questions 292 00:15:02.940 --> 00:15:05.840 to see if they're understanding the material 293 00:15:06.880 --> 00:15:09.170 and you can give them some opportunities. 294 00:15:09.170 --> 00:15:10.860 If you're in a physical setting, 295 00:15:10.860 --> 00:15:13.860 you could give them an opportunity to turn to a peer 296 00:15:13.860 --> 00:15:16.900 and talk with them about the question that's being asked 297 00:15:16.900 --> 00:15:18.083 and then click in. 298 00:15:19.995 --> 00:15:22.840 So there's lots of ways to kind of interpret 299 00:15:22.840 --> 00:15:25.500 these different checkpoints that are in UDL. 300 00:15:25.500 --> 00:15:27.220 And I can't stress that enough. 301 00:15:27.220 --> 00:15:30.593 It doesn't have to be a really rigid interpretation. 302 00:15:31.880 --> 00:15:36.850 Okay, so as we build down the chart 303 00:15:36.850 --> 00:15:40.340 and since I could talk about this all day, 304 00:15:40.340 --> 00:15:43.310 but I realized we only have about 15 more minutes. 305 00:15:43.310 --> 00:15:46.860 So I'm going to just highlight like one thing 306 00:15:46.860 --> 00:15:50.050 in each of these principles across this row. 307 00:15:50.050 --> 00:15:52.260 So this is building your knowledge, 308 00:15:52.260 --> 00:15:56.300 you see that little Build tab there. 309 00:15:56.300 --> 00:16:01.180 And so one of the things I really like 310 00:16:01.180 --> 00:16:04.960 in these check points under engagement, 311 00:16:04.960 --> 00:16:07.720 I'm really thinking about, all of those are important. 312 00:16:07.720 --> 00:16:10.560 All four bullets are checkpoints, 313 00:16:10.560 --> 00:16:14.800 but this idea of increasing mastery-oriented feedback, 314 00:16:14.800 --> 00:16:19.800 I think, is something that sometimes gets left out, right? 315 00:16:20.760 --> 00:16:25.023 So we know goals and objectives are really important. 316 00:16:26.350 --> 00:16:28.710 And we know some of the other things there 317 00:16:29.550 --> 00:16:32.350 are important about community and such, 318 00:16:32.350 --> 00:16:36.340 but the idea of increasing mastery-oriented feedback, 319 00:16:36.340 --> 00:16:39.310 again, going back to that illustration 320 00:16:39.310 --> 00:16:41.650 of the faculty member in the beginning 321 00:16:41.650 --> 00:16:46.650 of this session today, that's really what happened 322 00:16:47.140 --> 00:16:49.760 by incorporating those small little quizzes, 323 00:16:49.760 --> 00:16:53.780 was that the students were able to get more feedback 324 00:16:53.780 --> 00:16:57.340 on their own learning and figuring out 325 00:16:57.340 --> 00:16:59.560 where the gaps were so that they could work 326 00:16:59.560 --> 00:17:01.710 to close those gaps in their own knowledge. 327 00:17:02.550 --> 00:17:06.240 And I think that can be really a way to go 328 00:17:06.240 --> 00:17:11.240 as far as how to decide where to spend the most of your time 329 00:17:12.720 --> 00:17:15.470 when you're going to be figuring out engagement 330 00:17:15.470 --> 00:17:18.140 for students is to figure out if there's ways 331 00:17:18.140 --> 00:17:21.880 that you can incorporate times 332 00:17:21.880 --> 00:17:24.663 for you to give more feedback to the students. 333 00:17:27.140 --> 00:17:31.750 And it could be like the automated feedback 334 00:17:31.750 --> 00:17:33.980 of a multiple choice small quiz 335 00:17:33.980 --> 00:17:36.170 is still really helpful for students. 336 00:17:36.170 --> 00:17:38.670 And it allows you in Blackboard 337 00:17:38.670 --> 00:17:40.330 or whatever tool you might be using 338 00:17:40.330 --> 00:17:42.410 to give particular things. 339 00:17:42.410 --> 00:17:44.690 Like if they got a question wrong 340 00:17:44.690 --> 00:17:46.600 by choosing the incorrect answer, 341 00:17:46.600 --> 00:17:48.423 you might guide them to say, 342 00:17:49.340 --> 00:17:51.030 no, this isn't the right answer, 343 00:17:51.030 --> 00:17:54.870 but go back to such and such part of the chapter 344 00:17:54.870 --> 00:17:58.870 and look at that again or revisit the podcast again. 345 00:17:58.870 --> 00:18:01.140 And you could even earmark 346 00:18:01.140 --> 00:18:04.200 like when in the podcast it's talked about. 347 00:18:04.200 --> 00:18:06.980 So there are ways with technology 348 00:18:06.980 --> 00:18:10.450 to really give more targeted feedback 349 00:18:10.450 --> 00:18:12.260 of if they got that question wrong, 350 00:18:12.260 --> 00:18:15.393 how they would go back and build on their own knowledge. 351 00:18:16.700 --> 00:18:19.940 So if you have to highlight one of those things 352 00:18:19.940 --> 00:18:20.773 in the middle row, 353 00:18:20.773 --> 00:18:23.853 that's what I would ask you to put your energy into. 354 00:18:24.860 --> 00:18:29.560 And when we move across the next one, I would, 355 00:18:29.560 --> 00:18:30.920 so the top two bullets, 356 00:18:30.920 --> 00:18:35.610 as far as like clarifying vocabulary, 357 00:18:35.610 --> 00:18:38.040 that can be so helpful for students 358 00:18:38.040 --> 00:18:43.040 who are embarking on a new discipline or in graduate school 359 00:18:43.260 --> 00:18:46.220 where there's a lot of new vocabulary perhaps, 360 00:18:46.220 --> 00:18:48.930 just helping them to clarify that vocabulary 361 00:18:48.930 --> 00:18:51.870 or symbols in math or science 362 00:18:51.870 --> 00:18:56.230 and offering them easy ways to keep going back 363 00:18:56.230 --> 00:19:01.230 to that vocabulary and kind of acquiring that knowledge, 364 00:19:01.610 --> 00:19:05.300 whether it's like a glossary that's available, hyperlinks 365 00:19:05.300 --> 00:19:09.880 to a website that might offer some of that context for them, 366 00:19:09.880 --> 00:19:12.153 that is really, really important. 367 00:19:13.130 --> 00:19:16.413 And then also the, let's see the, yeah, 368 00:19:19.890 --> 00:19:23.560 so this all talks about that, like the decoding of text, 369 00:19:23.560 --> 00:19:26.380 mathematical notations and symbols, 370 00:19:26.380 --> 00:19:29.640 and then illustrating through multiple media, 371 00:19:29.640 --> 00:19:31.173 which we already talked about. 372 00:19:32.250 --> 00:19:35.880 But I've heard in certain disciplines 373 00:19:35.880 --> 00:19:37.620 where people will talk about, 374 00:19:37.620 --> 00:19:40.023 well, it's actually a whole nother language. 375 00:19:41.180 --> 00:19:44.810 And I think sometimes going back to that idea 376 00:19:44.810 --> 00:19:45.670 of the novice learner, 377 00:19:45.670 --> 00:19:49.440 you don't always remember that because now you're an expert 378 00:19:49.440 --> 00:19:53.400 on that language and it's not designated as like, well, 379 00:19:53.400 --> 00:19:56.960 this is French class and it's a language you have to learn. 380 00:19:56.960 --> 00:19:59.080 So thinking back to, well, 381 00:19:59.080 --> 00:20:00.760 there were a lot of things I had to learn 382 00:20:00.760 --> 00:20:03.910 as I was building my knowledge of chemistry 383 00:20:03.910 --> 00:20:07.470 and there was a whole new language that I was figuring out. 384 00:20:07.470 --> 00:20:12.140 So I think that can be really helpful for your students 385 00:20:12.140 --> 00:20:14.070 is to just let them know, like, 386 00:20:14.070 --> 00:20:15.520 this is something you're going to have to learn 387 00:20:15.520 --> 00:20:18.820 all this new vocabulary and that's okay. 388 00:20:18.820 --> 00:20:20.393 We can work on that together. 389 00:20:22.000 --> 00:20:25.880 And then finally this, providing options 390 00:20:25.880 --> 00:20:28.460 for expression and communication. 391 00:20:28.460 --> 00:20:33.460 And so thinking about how to give students practice 392 00:20:34.120 --> 00:20:36.140 with graduate levels of support. 393 00:20:36.140 --> 00:20:40.020 So what that means is like, as they're learning new skills, 394 00:20:40.020 --> 00:20:42.830 you give them some supports to build on. 395 00:20:42.830 --> 00:20:45.440 And then as they learn things, 396 00:20:45.440 --> 00:20:47.513 they don't need as many supports. 397 00:20:48.950 --> 00:20:52.100 So again, back to that idea of the midterm, 398 00:20:52.100 --> 00:20:56.160 you can really give them opportunities to practice, 399 00:20:56.160 --> 00:20:59.410 but then when it's time to do the larger assessment, 400 00:20:59.410 --> 00:21:02.170 you remove some of those scaffolds and then they were able 401 00:21:02.170 --> 00:21:05.173 to do better because they've had so much time to practice. 402 00:21:07.570 --> 00:21:12.010 And then finally, this last row is internalize, it's called. 403 00:21:12.010 --> 00:21:17.010 So providing different options for the more complex things 404 00:21:18.900 --> 00:21:20.300 that would be happening in your brain, 405 00:21:20.300 --> 00:21:24.120 like offering options for self-regulation, 406 00:21:24.120 --> 00:21:28.523 offer options for comprehension and executive functions. 407 00:21:30.960 --> 00:21:35.150 And finally, you see the target or the goal 408 00:21:35.150 --> 00:21:38.260 is to provide purposeful, motivated learners, 409 00:21:38.260 --> 00:21:40.110 resourceful, knowledgeable learners, 410 00:21:40.110 --> 00:21:42.653 and strategic goal-directed learners. 411 00:21:43.700 --> 00:21:46.250 So if I were, again, in that third row 412 00:21:46.250 --> 00:21:48.663 to pick some different checkpoints, 413 00:21:50.050 --> 00:21:53.360 I would probably develop more self-assessment 414 00:21:53.360 --> 00:21:56.620 and reflection as a component. 415 00:21:56.620 --> 00:21:59.160 As I mentioned, the journal was a great way 416 00:21:59.160 --> 00:22:02.020 for me to get a sense of how students 417 00:22:02.020 --> 00:22:04.840 were processing information and reflecting on it 418 00:22:04.840 --> 00:22:07.943 and applying it to their own personal lives. 419 00:22:09.080 --> 00:22:12.320 Thinking more also in the middle under-representation about 420 00:22:12.320 --> 00:22:15.510 how to activate their background knowledge 421 00:22:15.510 --> 00:22:18.300 because that's really something that they build upon 422 00:22:18.300 --> 00:22:20.103 when you're learning new knowledge, 423 00:22:21.720 --> 00:22:24.483 and under executive functions, 424 00:22:25.330 --> 00:22:30.330 definitely thinking about enhancing their own capacity 425 00:22:30.860 --> 00:22:33.690 to set goals for themselves. 426 00:22:33.690 --> 00:22:37.240 So one thing I tend to do in my graduate courses 427 00:22:37.240 --> 00:22:40.560 is I have obviously my own learning objectives 428 00:22:40.560 --> 00:22:43.810 for the class, but I always ask students 429 00:22:43.810 --> 00:22:47.090 to set their own one or two personal goals 430 00:22:47.090 --> 00:22:50.010 after they've had a chance to look over the syllabus. 431 00:22:50.010 --> 00:22:52.920 And I ask them at several points in the course 432 00:22:52.920 --> 00:22:55.610 to check in on how they're meeting that goal 433 00:22:55.610 --> 00:22:56.920 that they set for themselves, 434 00:22:56.920 --> 00:22:58.950 and if there's anything I can do 435 00:22:58.950 --> 00:23:01.920 to support them meeting that goal. 436 00:23:01.920 --> 00:23:04.840 So whether it's giving them a couple more articles about 437 00:23:04.840 --> 00:23:06.740 something they're interested in 438 00:23:06.740 --> 00:23:10.790 or whether it's providing some flexible time 439 00:23:10.790 --> 00:23:13.520 to learn something, whatever it might be, 440 00:23:13.520 --> 00:23:16.150 I definitely asked them to set that goal 441 00:23:16.150 --> 00:23:17.770 and then track their goal 442 00:23:17.770 --> 00:23:21.380 over the course of the class itself. 443 00:23:21.380 --> 00:23:24.600 So that also helps with that fourth bullet 444 00:23:24.600 --> 00:23:26.340 of monitoring their own progress 445 00:23:26.340 --> 00:23:28.930 and how they're doing with their goal 446 00:23:28.930 --> 00:23:31.760 because I've built in a lot of scaffolds into the course 447 00:23:31.760 --> 00:23:36.020 as far as how they monitor their progress on the goals 448 00:23:36.020 --> 00:23:37.410 I've set for them, 449 00:23:37.410 --> 00:23:39.850 but it's also important that they're monitoring progress 450 00:23:39.850 --> 00:23:42.163 on what they've set for themselves as a goal.