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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 […]
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 […]
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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