So I apologize for the lack of explanation and detail attached to my directions. I was hoping to be able to acquire a picture to go with it and then explain the two, but as of recently no one has been to my parent's house, where the rest of the project presently is, so I will get that posted as soon as possible. So the directions are actually directions for a center I created for my third grade students last year. Therefore, I was hoping to also post a picture of the center itself (and will do so as soon as possible). The center and consequently the tasks were focused on pollution, garbage and recycling. At the center there was a variety of non-fiction books and magazine articles about these topics for students to read and look through in order for students to find information pertaining to the different areas and work through the tasks.
From a Universal Design for Learning (UDL) perspective there are certainly many things that could be changed about these tasks that could improve the likelihood of success for a variety of students. To start with, as I just described the center, there could be a wider variety of media at the center from which to acquire information. For example, there could be a laptop or computer with a list of various websites (or even with websites bookmarked) with information about recycling, garbage, or pollution. There could also be books on tape (teacher-created or bought). As well as newspaper clippings or fictional books on the topic.
Although the center did contain rubrics to guide students in meeting the criteria for each task there are other accomodations that could be made in order to aid students in better understanding expectations. This could include having samples of what exemplary finished products might look like or having directions available in an audio format.
Finally, expectations for student outcomes could be varied to make the center more accessible to a variety of students. Presently, students were expected to move through the tasks on each card in order. One easy accomodation would be to allow students to choose only a couple of tasks, therefore disregarding order, for each section, possibly from a wider range of options, so students can choose tasks that align with their skills and interests. Another possibility, which could be easier to accomplish given the presence of a computer (as discused earlier in reference to other informational media) would be to allow students a greater variety of media options in presenting their information, such as typing or drawing on the computer rather than by hand. In the center's present state there were folders with a few different types of papers for students to choose between depending on what they felt was most appropriate for the task at hand. These are just some potential changes to the present tasks and directions to move them, and the center as a whole, into a UDL-friendly envronment.
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5 comments:
The back story always helps . . .
Kim,
That is a great lesson. I love the station idea. Maybe including more interactive activities would be beneficial. Perhaps you could have a classroom or even school wide recycling project. Earth Day is a good time to incorporate this idea. National Geographic Kids has several interactive projects and games for students on this issue. Also, the Magic School Bus has an Earth Day video that does a good job explaining the basic concepts of recycling and global warming.
Hey Kim!
I agree with Stephanie that you have a really great lesson and I also think that the changes you've suggested are perfect! There are a few things I thought of that you may or may not have considered so I figured I'd share them with you now... I like what you said about adding more multi-media based stuff to the center. That would make a huge difference as long as the centers themselves and the information at those centers are accessible to everyone. What do you think about having the some phyiscal things such as a recyling bin and things that are or are not supposed to be recycled at a center so students could physically manipulate objects to gain a better understanding of what it really is?! The only other thing that I was thinking about would be an expansion to your rubric. I was thinking that each student *espcially those with special needs such as autism* could get a simplified check list that is either velcroed or something so that once a student completed a task or finshed a center they could literally take that item off of their list and put it either in a done box at the center or even at their desks. This, I think, gives students a greater sense of accomplishment and allows them to breathe a little easier as their task-lists get smaller. Those are just a few ideas, if you want any elaboration/clarification please let me know! thanks :)
Hi Kim!
These sounds like such great center activities! I definitely agree with the comments above and as I was reading your blog, I thought about a few suggestions that have not been mentioned. First, I love how you allowed the students to write or draw what causes air pollution in the community. I think another opportunity to evaluate them is to allow them to make a collage using different types of magazines. Second, I would like to see the area for your centers and the importance of ergonomics. The location and access to the materials for the students is important since some might not be able to reach a bin that is on top of the table.
Hi kim!
I really liked your lesson, it sounds really interesting. I read kristen's comment about having a recycling bin and having physical objects to show what things should not be recycled. I thought of maybe having several items, things that should be recycled and things that shouldn't be recycled. I think that every place has different items that can be recycled (the numbers at the bottom of bottles?). Maybe having the kids sort out which can be recycled.
I thought your ideas about brining multimedia to the station would be a great idea. If you couldn't do that, maybe if you even had a photo album of pictures of how pollution harms animals and the earth that would be helpful. And then hand out a list of websites and games that the students could go online to view. (if you couldn't bring it to the classroom).
Just a few ideas...hope they helped and that I didn't ramble too much :)
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