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Yearly Archives: 2018
Reflections on Implementing UDL in Low and High Stakes Activities
The Spring I high-stakes activity I created grew directly out of the Fall’s low-stakes activity, which was designed as a scaffolded assignment, and foundation, to assist students with their in-class mid-term essay. While the low-stakes activity was extremely effective in allowing students to locate, interpret, and analyze relevant direct quotations and paraphrases from the course […]
Reflections and future plans: Collaborative learning as an anti-ableist and inclusive teaching practice
I discussed my high-stake activity project on Social Self and the plan for its implementation here . Within my D4A pilot research I focused on exploring how collaborative learning can increase accessibility to learning and students’ engagement, and integrating disability into curriculum and teaching. I designed this project with several goals in mind, including that the […]
Reframing the Assignment
The Fall 2017 semester has been a very busy one for me. The Therapeutic Recreation program, a new Health Sciences program officially opened in the Fall 2017 semester. With that, there has been a shift in the course assignments that were originally created during the college curriculum review phase. The original assignment that was used […]
Reformulating Our Assignment…
I took the time to reflect on the last semester and the consideration of my UDL assignment into my SCH150 (Drugs, Society, & Behavior) course for Spring I 2018. I am working to fully implement a scaffolded assignment after implementing, a low-stakes version, in my class during the Fall I 2017 semester. Over the course […]
Fan Fiction as Anti-Ableist Praxis
Last term, I wrote about something I was doing with my theatre class. It was a consent-based model of participation and assessment, which I use in all my classes but make physically explicit in my theatre class. This term, I think the compositionist in me was feeling left out; so I’m going to focus on something new […]
Collaborative learning as an anti-ableist and inclusive teaching practice
This semester I teach two sections of Social Psychology, which is a capstone for Psychology Program. Teaching this course allows me to continue working with both of my research questions. Specifically, I am exploring how collaborative learning can increase accessibility to learning and students’ engagement and experimenting with integrating disability into curriculum and teaching. I […]
Reflective Post 3/30
I plan to implement my UDL activity in my ENG101 class. Currently, my timetable is as follows: This semester: reformulate my low-stakes activity Fall I: reintroduce my low-stakes activity in September/October; use this assignment as a scaffold for the high-stakes assignment that, will naturally, build on it. At present, I am working on the same […]
Reflection on Low-Stakes Assignment-Health Sciences
This semester, students in my Social Welfare & Social Policy course were required to complete an assignment that was designed to introduce students to one local social welfare program of interest. This low stakes activity encouraged students to use critical thinking by allowing them to become actively involved in their learning by taking the concepts […]
From Low-stakes to High-stakes: Scaffolding Assignments for a Mid-term Exam
I designed a low-stakes, in-class exercise, structured on finding appropriate direct quotations and formulating paraphrases, for my students’ ENG101 mid-term exam. Because the mid-term is a two-hour in-class essay, I thought it best to design this particular exercise, as it eliminates a few steps in the writing process and allows students to focus their full […]
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