When I was in high school the internet did exist, but it was something that we accessed at the library and used for mostly projects. Connectivity in the classroom was still a ways off. We had to rely on the textbook to help supplement teacher instruction. Since that time technology has become much more prevalent in the classroom, but it has also allowed for diversification on the teacher's part. No longer are we tied to the text book, but can explore other options online. This experience has opened my mind up to the UDL concept and to creating a book that meets some of the learning needs of the students. I also think that they help to promote a more individualized student learning plan, as the technology aspect allows for easier diversification.
"The UDL Guidelines are not meant to be a "prescription" but a set of principles that can be employed to overcome the barriers inherent in most existing books and curriculum" (CAST UDL Book Builder). The CAST website uses this as a way to show the expansion potential of the book builder. My own experience with the builder was one that helped me to look at diversification for the learner and what that looked like. My book contained a video from YouTube that another teacher had done and was a great explanation, as well as explanations of my own in written form. The term book here is really a misnomer. It is not just a book but a multimedia framework for students to use. Blind students can hear the book by using the built in click and read section to the book. The YouTube video itself provides another means to learn and see the content. The book becomes a truly interactive experience with feedback. I embraced this and utilized feedback to create a book that allowed for an introduction to the material as well as a way at the end for students to gauge their understanding of the material. This is a great way to embrace the flipped classroom and provide the scaffolding that students need.
My only criticism of this process was the time that it took to update. The entire builder was really slow and took a long time to build a 11 page book. This would make other books really hard to do for a unit, but would encourage teachers to keep the book brief and chunk material for easier digestion by students.
Resources:
CAST UDL Book Builder. (n.d.). Retrieved from http://bookbuilder.cast.org/learn.php
"The UDL Guidelines are not meant to be a "prescription" but a set of principles that can be employed to overcome the barriers inherent in most existing books and curriculum" (CAST UDL Book Builder). The CAST website uses this as a way to show the expansion potential of the book builder. My own experience with the builder was one that helped me to look at diversification for the learner and what that looked like. My book contained a video from YouTube that another teacher had done and was a great explanation, as well as explanations of my own in written form. The term book here is really a misnomer. It is not just a book but a multimedia framework for students to use. Blind students can hear the book by using the built in click and read section to the book. The YouTube video itself provides another means to learn and see the content. The book becomes a truly interactive experience with feedback. I embraced this and utilized feedback to create a book that allowed for an introduction to the material as well as a way at the end for students to gauge their understanding of the material. This is a great way to embrace the flipped classroom and provide the scaffolding that students need.
My only criticism of this process was the time that it took to update. The entire builder was really slow and took a long time to build a 11 page book. This would make other books really hard to do for a unit, but would encourage teachers to keep the book brief and chunk material for easier digestion by students.
Resources:
CAST UDL Book Builder. (n.d.). Retrieved from http://bookbuilder.cast.org/learn.php