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 of social welfare policy and analysis and connecting it to the role of a social worker within a clinical setting. In order to complete this assignment, students must visit a community based organization (clinical setting) that provides social services in any of the following fields of practice: family and child welfare, addictions, health care, mental health, disabilities, services for older individuals, services for minority populations, and correctional services. This activity interrelates with my research on investigating, “How can UDL and its principles be implemented within a clinical environment?” “What are the best practices for clinical practice using UDL to measure competency for students with disabilities?”
Utilizing UDL within the course and with assigning students this activity allowed students to illustrate connections with real life experience to the practical and theoretical knowledge on Social Work & Human Services and the role of a Social Worker/Human Service professional within a clinical setting. The activity went very well. The students responded that they were highly engaged and pleased with being provided with an up close opportunity to see the actual work of a Social Worker and to engage in a conversation that outlined the clinical skills needed in the field.
The challenge with incorporating UDL and the three principles with a Health Science course is that the most of the skills required of students to demonstrate competency and mastery of concepts, coursework and hands on patient care are, in most cases, determined by federal, local and state regulatory, accrediting and licensing bodies not affiliated with the college. One idea that was sparked was the thought of assisting students in establishing a “professional identity”. This would involve more interactions with course assignments that take students out of the classroom so that they could develop an interest to the extent that they are able to successfully demonstrate the ability to apply classroom theory and practice with personal life experiences by synthesizing and transferring learning beyond the classroom (Integrative Learning).
What may work better would be to think about ways to best assist students to who must complete an internship or fieldwork experience in a clinical setting would be by providing the student with some supports and/or accommodations. I am not sure what those supports and/or accommodations would look like; however, the goal would be to make any supports and/or accommodations individualized and flexible in order to incorporate UDL within the clinical setting.
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 attention on drafting and revising during the actual exam.
Since my research question involves identifying best practices for composition classes, this type of scaffolded assignment provides a seamless combination of efficiency and self-directed measures that are encouraged to assist students in becoming more comfortable with the drafting, revising, and editing steps in composition best-practices pedagogy.
All of the students were able to find direct quotations and/or develop appropriate paraphrases that related to the following themes from the narrative essay, “The Back of the Bus,” by Mary Mebane and The Autobiography of Malcolm X: institutional racism, segregation, anti-black violence, dehumanization, internalized racism, white supremacy, and Black nationalism. This portion of the exercise went very well; however, the challenges that followed were related to properly citing the source and formulating proper analyses.
The pedagogical strategies/ideas that were sparked during my conversations with students were the following: 1) I need to create another low-stakes exercise on how to develop strong analyses of sources; 2) I should have students work in pairs on this analysis exercise, since some students were particularly gifted in generating strong analyses while others needed more mentoring; and 3) I learned that these types of low-stakes exercises should be done at least once a week, since ENG101 meets twice a week. Incorporating these changes would allow for continuity, reinforcement, and eventual student mastery of these necessary steps in the writing process.
For my spring activity, I will definitely implement the exercise on developing strong analyses of sources. From past experience, when I have directed students to work together on different types of peer-critique exercises, I have learned that this type of partner-based activity is one that benefits both student mentor and mentee. The added bonus of these partner-based activities is that the students actually enjoy learning from each other. This exchange really creates a welcoming and engaging culture of learning in the classroom.
I implemented a low-stake group activity in my Environmental Psychology class when introducing students to the Henri Lefebvre’s concept of social construction of space. Based on my previous teaching experiences, this was the most challenging concept for students, especially when they were expected to apply it in their own theorizing of place.
I was hoping that this exercise would provide students with an opportunity to engage in exploring the core ideas of this concept (e.g. three dimensions of space: perceived, conceived and lived space) as the activity prompted them to generate data (i.e. concrete situations of how space is used, designed and reimagined) that illustrated the concept and enabled students to make their own inferences and conclusions. Students were thus later able to connect abstract concept and their everyday experiences of places they encounter on campus at LaGuardia (e.g. classroom, library, cafeteria, halls, outdoor space, etc.). I hoped that this collaborative activity would allow students to engage in collective exploration of their relationship with places, provide each student to contribute with their own ideas, reflections and observations of the space as well as consider use of these spaces by members of other social groups (based on gender, age, race and ethnicity, sexual orientation, dis/ability, religious beliefs, etc.). I also believed that working in small groups would provide more intimate environment for students who might not feel comfortable voicing their ideas in a larger group or are hesitant to articulate and write their ideas when asked to work individually. Working in small groups allowed students to distribute responsibilities, and find the niche for their ways of preferred contribution and expression (e.g. speaking, writing, drawing). Students were provided with written and visual prompts (written questions and prompts, and images of the assigned spaces) on posters that they used to generate their ideas.
Specifically, students received the handout with the following instructions (besides the oral instructions):
As you read in the assigned chapter, Henri Lefebvre suggested that spaces are not mere containers of things and people, they are not static and passively ‘given’, rather they are ‘socially produced’ by human beings through our relationships to other people and places, and through activities we carry in them. As you learned from reading the chapter, Lefebvre proposed that humans produce three types of space: conceived, perceived and lived space.
As a group think of your assigned space and collectively answer the three sets of questions and probes on the poster. Try to come up with as many ideas as possible and describe the space in detail.
Poster probes and instructions for students:
[Images of the classroom HERE]
- What makes this space a …classroom….? How do you know it is a … classroom ….? What are the indications that this is a …classroom …? What kind of activities (spatial practices) are usually carried out in this space? By whom? Who belongs to this place (or does not?)
- Who decides that this is a … classroom …? Who decides what this place looks like? How is this place conceptualized (thought of and planned)?
- How else could this place be used? How else it could be ‘imagined’? For what purposes? By whom?
When considering these spaces think of yourself as well as members of other social groups (e.g. based on gender, race and ethnicity, dis/ability, sexual orientation, or different social roles at the college, such as students, faculty, staff, etc.)
In my Design for All research I am in interested in how collaborative learning can facilitate students’ engagement and accessibility to learning and how dis/ability can be integrated into curriculum and teaching. The implementation of this low-stake assignment enabled me to explore both of these questions.
Based on students’ responses and my observations of the class students enjoyed reflecting upon their every day use of space on campus and coming up with their ideas. Many students reported that they have never thought of space this way, other social and cultural groups’ use of space and considered it an eye-opening experience, especially when considering space from the perspective of other members of social and cultural groups. Students engaged in lively discussion, especially when considering students diagnosed with physical, intellectual and emotional disabilities, as well as power relationships that space often promotes or reproduces.
This was a simple group activity, however, students’ engagement in this assignment made quite a difference in their understanding of the concept. (I was also able to compare this with another class from the last year). In our further discussion of Lefebvre’s ideas and other two related articles that applied his concept, I could utilize ideas generated by students in this class activity. Even more importantly, students could readily use their own examples from the assignment in making inferences, asking clarifying questions and understand connection between their and other authors examples.
I believe that my expectation of this exercise promoting inclusivity were fulfilled as it addressed all three aspects of UDL principles. This exercise offered if not multiple, certainly alternative or supplemental means of:
- representation – the concept was also explored by reading an article by Lefebvre describing the concept of social production of space and work of other two scholars that illustrate application of Lefebvre’s concept
- expression – as activity offered various means by which students could contribute to learning activity and demonstrate their knowledge,
- engagement – as students engaged in active exploration of their own (and other social groups members’ relationship) with space. Students vigorously interrogated spatial aspects of social relationships in the spaces they use and are familiar with. Furthermore, by exploring the relationship of members of various social identities and categories with environments, students’ awareness of diversity and differences was addressed and their own sense of inclusive environment was promoted.
In my research I am interested in developing a curriculum and instructions that will integrate dis/ability and social justice in teaching. I am also interested in developing teaching instructions based on collaborative learning that would lead to increased engagement of students and access to learning and thus promote their inclusion in learning.
In addition to creating inclusive environment by implementing UDL principles in my teaching practices, I believe that teaching instructions need to be organized in a way that the students can actively contribute to co-creating inclusive environment. In other words, I am thinking of the accessibility to learning as not something exclusively created by the instructor and delivered to the students. Rather, I prefer to think of accessibility as a part of classroom culture which is collectively co-constructed by all learners as they engage in learning-teaching process.
One of the goals of my research and teaching practice is to develop such curriculum and design such teaching practices. I am planning to design and implement instructions and assignments (in my Social Psychology class this spring) that would allow for collective construction of accessible learning culture of the classroom that would promote equitable education.