One of the most exciting aspects of my job is to help other educators find solutions to make learning accessible to all students. For instance, I once worked with a group of teachers, who had a really cool project, but it needed some accessible options. Teachers wanted students to understand how the 1893 World's Fair inspired Milton Hershey to solve problems and innovate the confectionery industry. Teachers wanted students to create an invention and analyze it to achieve this goal.
Planning My Lesson with a POP
Planning with accessible lessons that address learner variability begins with a POP.
I use this acronym to:
- Predict high probability barriers in the methods, materials, and assessments that I am using
- Overcome barriers with accessible options for how content is represented, how knowledge is expressed, and how students engage in learning (aka UDL Framework).
- Plan my lesson with a clear goal and flexible means of achieving it.
Predict High-Probability Barriers
- This is a one-size-fits-all worksheet. What about students who need bigger text and text-to-speech tools?
- What is an invention?
- Why should students know this?
- What is the 1893 World's Fair? How does it relate to this project?
- Why do students need to create an invention? What's the purpose?
- What is expected of students? How do they present their findings?
- How do they create their invention?
Overcome with Accessible Options
- Provide options for representing content
- Provide options for expressing knowledge
- Provide options for engagement