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 research question; however, this spring and summer I will do more research to asses whether or not best practices in composition pedagogy have been updated and or revised, in order to continually address UDL inclusive teaching practices.
My colleagues on the DfA team are already providing invaluable support and creative inspiration. In truth, I couldn’t ask for a more generous and dedicated group of colleagues to work with. All we need to do is continue encouraging and motivating each other. The end result will be establishing more transformative pedagogical practices at LAGCC, which will continually raise our students’ levels of academic engagement.