Guided Response: Respond to two peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to the three principles of UDL. Provide specific feedback for the “Key Considerations” as well as their idea of how the example/resource featured could be effectively used for instruction.
Charlotte Edwards Haymaker
Multiple Means of Representation : Recognition Networks : The "What" of Learning
Perception: Offer ways of customizing the displays of information (1.1)
The age of the learner does not matter for this particular concept. It would be good for all learners. This particular UDL covers ways to display content to keep learners on track, engaged, and interested in what they are doing. It also covers the fact that different displays help students understand the content.
Displaying information in a flexible format so that the following perceptual features can be varied is the way this works. If the size of the text, images, tables, or other visual content is larger or sometimes smaller it will be easier to read. The contrast between the background and text or image will help to better see what it says. This is why basic paperwork is generally displayed in a black and white format with the background white and the print black, it's simply easier to read. Using color to emphasize things will draw attention to the information being displayed. The volume or rate of speech or sound or the speed or timing of a video, animation, or simulation is also important for those who need modifications because they are often more easily understood when certain things are faster or slower.
The layout of visual or other elements of an assignment can also be very distracting. The fact that I moved this line all the way over a didn't finish it until the following line, drew your attention right to it and likely distracted you from the above content before you ever got started. The font used is also important. Some may find it very hard to read certain types of font which would distract from completing an assignment or understanding content.
The way to ensure you implement these in the classroom is to find out if there are any specific needs. If there are not any specific needs then keep everything basic and easy for you to see and read. I have used the rule that if we use a dark background for anything, we use a light font and vice versa. Font is generally kept to Arial, Times New Roman, or Helvetica because they're all easy to read. The smallest font on any document in my classroom is never smaller the 12 point font. These simple guidelines have prevented a lot of confusion and frustration for our students.
Principle 1. Provide Multiple Means of Representation. Check Point 2.5- illustrate through multiple media
All age groups will benefit from illustration through multiple media, from the use of technology and multiple media but the example I am going to discuss is geared toward students aged 4 to 5 years old, in a preschool setting.
The use of multiple media is when the teacher uses different types of media to help teachers teach the material. Some ways that multiple media can be used in the classroom are storyboards, books, comic strips, videos, dancing, music, pictures, and physical and visual multiple actives. The use of multiple media will help keep the students engaged and excited to learn about the topic. When the teacher introduces graphs, pictures, and videos, the students will be able to visually see the information that is being taught. Many people learn better when they can see the material rather than just hearing the material. Young students are interested in watching cartoons and can learn very well from the characters in a cartoon because some learning shows and games are repetitive and younger students learn well from repetition. The use of multiple media will help students that have a difficult time reading or are learning English.
When a teacher uses a storyboard to teach a lesson in a preschool classroom, the students can get involved, the teacher can have students put pieces up on the board while she is telling the story. The students can sing along to the storyboard if the storyboard is a song. The teacher can ask the students questions about the pieces on the board, such as "what animal is this?" and "what color is this?" The students can also ask questions about the pieces. The students will have the opportunity to get involved in the lesson and will likely be more excited about learning when it is a little more fun.
As a behavioral therapist, providing students with multiple media benefits all of my students because they are working on many things throughout the day and many of them learn best through observation. I show many videos on how to do daily tasks such as brushing their teeth, getting dressed, and even how to play appropriately with a peer. The use of the video keeps my students interested and they do not realize they are learning. The students I work with will model the behavior that they see in videos.