Prompt : Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?
“What is essential for some is almost always good for all.”
Meyer et al. 2014, pg. 51.
The other day I was thinking about the assessment methods I had devised for my learning design and I remember devising the assessment plan as mentioned in the link for subtopic-II (https://padlet.com/tanya77dixit/learning-design-blueprint-wnmi37zlwlejcvfv) with the intention of involving students from diverse backgrounds. In order to ensure inclusivity. My assessment plan consists of five alternatives that students can select from, as I aimed to make every student feel valued and included.
However, on deeper reflection I started to reconsider the class discussion/ debate task that I think can be modified to be more accommodating of my learners needs. At present, the task requires students to sit down in their respective groups and collate points through mutual discussion/ debate pertaining to the interaction between social media and generation gap. Next, move to a bigger circle and have students choose either sides depending on personal inclinations before moving on to have a whole group discussion/debate.
What concerns me about Plan A is that not many of my students would show inclination to stick in a back and forth debate. Next, they might now understand each other’s accents very well and that can possibly threaten the flow of the task, while also risking its fulfillment.
My plan B includes replacing debates with role plays where the students who are at B2 as per the CEFR (The Common European Framework of Reference for Languages) scale would be able to curate conversation to the best of their abilities with no pressure to be spontaneous and hence, easily navigate their language related challenges with ease.
Moreover, Socratic Circles that would transform the debates to a more structured, guided and inclusive format while simultaneously encouraging active listening, critical thinking and respectful dialogue is another option worth considering over the original plan.
Not only would these two options provide assistance to those in need, but they could also serve as effective exercises for building rapport among my students. Needless to say, my plan B would still be tentative as my students will be the determinants of what will actually transpire. Gauging and assessing what they need as per their present abilities will help me chart a more stable design. Overall, in order to be a good educator, I am prepared to take on a flexible approach to understand and cater to individual requirements of these students, which stems from my desire to make the time they’d invest in this endeavor amount to something worthwhile.
My comment on Mumen’s blog post:
REFERENCES
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
Hi Tanya! It’s wonderful that you offer so many options for students to demonstrate their knowledge and participation. I particularly like the idea of Socratic Circles. Socratic Circles are a great way to engage ESL students in meaningful discussions. They encourage students to consider different perspectives and challenge their own assumptions in a supportive and collaborative environment.
Hello Tanya,
Thank you for sharing your experience about how you had to modify your plan, changing in from a debate to a role-play in order to ensure that all the learners could benefit from the learning. I like the fact that you tried to find a way to help your learners feel less pressured and for them to be able to express themselves easier.
Thanks!
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