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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 of the Fall II 2017 semester, I worked to adjust the low-stakes portion of the assignment and to expand the more complete assignment for the course. The premise of this assignment is to expand upon the considerations of drug policy, based upon course information and review of current affairs related to drugs and drug policy within the United States.

In the Fall I 2017 I had my students complete a low-stakes reflection at the end of the course on their perspective related to the Comprehensive Drug Abuse Prevention and Control Act of 1970. Specifically, if they felt that this policy was still correct in its application and classification of substances within the United States. Students were encouraged to either write out the blog post or to record and upload a vlog post. Currently in Spring I 2018, I have more fully-integrated a scaffolded assignment with both low-stakes and high-stakes portions using different modalities to access the various strengths of students within the classroom. First, after a brief discussion on the history of U.S. drug policy and the aforementioned act as well as watching a documentary “Breaking the Taboo” and writing a brief reaction response, students record and upload a brief (up to 5 minutes) recording on their current perspective on the aforementioned act (i.e. what does it say, is it a good policy). The students will receive feedback as well as discuss their perspectives in class on the topic further. Students will begin compiling their evidence to think about potential reclassification of drugs within the current structure as we dive into discussing the different substances over the course of the semester. Students also continually watch films and write brief reaction posts that will help further inform their final paper. At the end of the course, students will have compiled the final high-stakes paper and then will work in teams to have a low-stakes debate in-class (once I provide position statement for them to approach the debate).

I am still working on adjust the assignment. However, my DfA colleagues have continued to be a wonderful support to this process. It has been through their work and listening to their assignments that I have been able to re-evaluate how to approach work within the classroom. It is helped me figure out the key objectives and understanding that there are a multitude of ways to work toward accomplishing that objective for the course. Overall, this project and initiative will help ensure a  more inclusive and accepting environment at LaGuardia and beyond.

 

 


1 Comment

  1. Justin,

    This looks super to me — I love how the “high-stakes” assignment is so specifically scaffolding in that by the time it’s due, it’s pretty much already been done (vis a vis all the reaction posts and vlogs and such). I really love that you’re encouraging students to engage in multiple modalities, so they can express their ideas in a variety of ways rather than constraining them to just one.

    One thing I’m wondering is if students are encouraged to comment on each other’s vlogs and reaction posts — if the feedback you mentioned comes from their classmates as well as from you — because that could help facilitate quite a strong learning community!

    I’m stoked to see where this goes (and what your students think!)!

    Jay

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