Here’s my story…and it’s personal!
One of my first courses in graduate school was Anthropology 501. On the first day of class, the professor provided a long list of topics. Evolution. Primates. Sexual dimorphism. Crime Scene Investigation. The professor asked us nervous students to select two topics from the list on which we would give a lecture. We could not select topics that had already been chosen. If we did not know very much about the topics we ended up with, we had to study them!
There was a mixture of interest and fear that propelled me into preparing for these lectures. I wanted to avoid looking foolish in front of my graduate competitors-I mean-colleagues. This technique of letting us students choose our topics and fend for ourselves was an effective introduction to becoming leaders in our field. It also strengthened our skills in transforming research into coherent information that would benefit each listener.
I believe that “Universal Design” was inadvertently used in this scenario (I’m positive my professor did not know what UDL was) and was successful. By allowing each student to research in ways that were natural to them, they were able to meet the guidelines of the assigned project. It also bolstered the theory that diversity is ever present in the learning process. This was noticeable as each student relayed their information to the class. Some used drawings while others used outlines. There were presentations on the chalk board as well as the use of handouts. In the end, everyone enjoyed the benefit of using their own research and presentation techniques.
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When we look at the three principles of Universal Design for Learning, this instructor really seemed open to supporting students’ diverse affective networks by providing multiple, flexible means of engagement. The professor offered choice of content and tools. It sounds as if students were free to adjust the level of challenge as desired, so long as a minimum expectation was met. Students diverse strategic networks were also supported through the provision of multiple, flexible means of expression (however it appears that the instructor did not actually scaffold this; instead, students simply decided how they would demonstrate the material).
Sounds like an ideal class for a motivated “self-starter”!
I agree, Susanne. The teacher did not scaffold. Perhaps this was because he was planning a career change and going through a divorce? Other things were on his mind. LOL
Hanna,
You’ve lifted out a good example. Clearly the learning not only connected your affective network but appealed strongly to your interests. Any topic can be shaped to appeal to a student, folding in the three principles of UDL and remembering the individual learner in front of you!