Title: Counting and Sorting Shapes
In the original learning activity for 1st grade, students were given a set of shape cutouts and asked to count and sort them based on their attributes. The activity focused on developing counting skills and shape recognition through hands-on manipulation of physical objects.
Redesigned Learning Activity with UDL Principles:
- Engage: Begin the activity with a digital interactive game or video that introduces shapes and their attributes in an engaging and visually appealing manner. Use animations, songs, or interactive quizzes to capture students’ attention and spark their interest.
- Explore: Provide various digital resources, such as interactive shape manipulatives or shape recognition games, for students to explore and interact with shapes on a digital platform. Offer options for auditory and visual learners, ensuring accessibility and engagement for all students.
- Explain: Clearly explain the task and learning objectives using visual cues, simple language, and gestures to support understanding. Offer visual instructions with step-by-step visuals or videos to guide students through the activity. Provide alternative formats, such as audio instructions or simplified text, for students with diverse learning needs.
- Elaborate: Integrate digital tools into the activity to enhance student engagement and understanding. For example:
- Padlet: Use Padlet as a collaborative space for students to share and discuss their findings about different shapes, their attributes, and sorting strategies. They can post pictures, videos, or voice recordings to showcase their understanding.
- Seesaw: Create a digital portfolio on Seesaw for students to document their shape sorting activities. They can take pictures or record videos of their sorting process and provide explanations of their thinking.
- Evaluate: Assess students’ understanding of shapes and sorting through various means:
- Use online quizzes or interactive assessments to gauge their knowledge of shape attributes and sorting skills.
- Review students’ digital portfolios on Seesaw to evaluate their ability to apply shape recognition and sorting strategies.
Evaluation Model: The Successive Approximation Model (SAM)
The Successive Approximation Model (SAM) is an iterative and formative evaluation model that involves continuous feedback and refinement. It consists of three stages:
- Design: Evaluate the initial design of the learning activity, considering factors such as alignment with UDL principles, engagement potential, and accessibility. Seek input from students and educators to ensure that the redesigned activity meets their needs and expectations.
- Development: Implement the redesigned learning activity and gather ongoing feedback from students and educators. Use observations, surveys, or interviews to assess the effectiveness of the digital tools and their impact on engagement, understanding, and accessibility.
- Evaluation: Reflect on the feedback received during the development stage and make adjustments to improve the learning activity. Review the learning outcomes achieved, student performance, and overall effectiveness of the activity in meeting the intended objectives.
Reflection: The redesigned learning activity with UDL principles and digital tools offers several strengths. The use of interactive games, videos, and digital manipulatives engages students and supports different learning styles. The integration of Padlet and Seesaw enhances collaboration, creativity, and reflection, allowing students to showcase their understanding in various formats. The incorporation of formative evaluation using the SAM model ensures ongoing feedback and continuous improvement.
In comparison, the original learning activity had limitations in terms of interactivity and flexibility. It relied solely on physical objects for counting and sorting, limiting options for personalization and engagement. The lack of digital tools restricted opportunities for collaboration and reflection, hindering the development of 21st-century skills.
The use of digital tools in the redesigned activity supports UDL principles by providing accessibility features, multiple means of representation, and opportunities for active engagement and expression. The SAM evaluation model allows for ongoing feedback and refinement, ensuring the activity remains effective and aligned with student needs.
Overall, the redesigned learning activity fosters engagement, accessibility, and collaboration, leveraging digital tools to enhance the learning experience for 1st-grade students. The strengths lie in the incorporation of interactive resources, collaboration platforms, and ongoing evaluation, promoting active learning, inclusivity, and meaningful feedback. By addressing the weaknesses of the original activity, the redesigned version provides a more comprehensive and effective learning experience for students.
Sources: https://commons.hostos.cuny.edu/edtech/faculty/teaching-with-technology/instructional-design/sam/
https://commons.hostos.cuny.edu/edtech/faculty/teaching-with-technology/instructional-design/5e/
