Exploring UDL in the Woodworking Lab

My class this week focused on UDL(Universal Design for Learning), and how assistive technologies can be used to meet all students needs by offering a variety of instructional and assessment options. Part of this unit was reading an article that explore Six Ways to Engage Every Learner Using UDL. Of these six ways, the greatest struggle I felt I would face was to get my students on board with the changes that I would be making. Part of this struggle stems first in my own practices. Getting myself in a UDL mindset was the first challenge that I had to face, and that many teachers will face as they examine whether or not their current practices are truly diversifying the classroom enough for this generation of students. Identifying as a lifelong learner, as many educators do, I asked how I could get my students on board if I didn't get myself on board first. This is why I chose to analyze the Tools & Technology lesson plan that I had created a few weeks earlier by using the Cast UDL Exchange lesson template. Going through the template, educators are prompted to reflect often on what changes are being made, and what considerations/variance occurred that would lead to a more diverse classroom experience. Take a look at what I created, and challenge yourself to explore the Cast website as well. There are many great examples, suggestions, and resources that can help to get you on board with the UDL experience.

Previously, exploring the tools in the lab was a task that many students dread. Several weeks of the repeated sequence, reading an old and worn down text book, filling out a folder full of worksheets, watching a crowded demonstration, and then taking a safety test. I decided to give this process a face life while exploring TPACK in previous weeks. The new process would involve students constructing a product that can be referenced repeatedly and accessed from anywhere with an internet connection. Changing a previously dry and outdated task into a new, creative learning experience that develops both skills and knowledge for all students. I have changed the text to red to signify a difference between the previous practices.

Tools & Technology

Alexis Johns

0  0  | Last Updated: April 5 | Shared: Public

About This Lesson

DESCRIPTION

Upon arriving at class, students will meet with their groups to gather information about their tool using digital archives. They will then proceed to gather photos and video of their tool that they will use in their final video production. Students will then combine their research with the photos and video to produce a quality overview video to be shown to their peers and archived in a wiki.

PREREQUISITES

Prior to class, students will view a virtual tour of the woodworking lab via YouTube. They will sign up for a tool that they would like to learn more about via a google doc.

ESTIMATED TIME

2 hours

Potential Use

PURPOSE:

Small Group, Classroom Instruction

GRADES:

9 - 12

CONTENT AREAS:

Other

COMMON CORE:

No alignment information

Goals

INSTRUCTIONAL GOALS

Students will be able to:

1. Identify tools in the workshop, including components, safety, and applications.
2. Create instructional media using digital video editing technology.
3. Collaborate with other students to create a database of tool videos.
4. Research tools using a variety of digital and physical resources.
5. Demonstrate tool knowledge through worksheets and safety tests.

OBJECTIVES

• Identify tools in the workshop
• Gather information about components, safety, and applications of chosen tool
• Collect photos and video footage of chosen tool
• Collaborate with group members

VARIABILITY

• Choice of research methods
• Opportunities for guided note taking in and out of class
• Digitizing demonstrations for more access
• Choice of video/photo gathering and editing programs
• Variable delivery of information by demonstration, physical and digital text, diagrams, and videos, and verbal dialogue(previously only physical text via book, worksheets, and demonstrations in class)

Author's Reflection

Students will have a variety of opportunities and option in expressing their knowledge and skills. When researching, students will have access to physical resources such as book and diagrams, as well as digital resources if they choose to gather intel via digital archives. By allowing students to explore a tool on their own, rather than having me give a brief overview of each tool, there will be more connection to the information being covered. The creation of videos for each tool, made by students, will also allow students access to each demonstration while they are home, access that was previously missing from woodworking because demonstrations were only available during lab time. Students will also have a choice on how to collect their photos and videos, and what program they will use to edit this media. Offering each student the opportunity to shine as either a producer, an editor, or a publisher. 

Assessments

FORMATIVE ASSESSMENTS

Identify tools in the workshop

Virtual lab tour. Students sign up for a tool of their choice to learn more about.

Gather information about components, safety, and applications of chosen tool

Research guide for information gathering, to be checked with teacher before beginning video construction.

Worksheets including tool diagram for each tool in shop, to be filled out as students watch peer videos.

SUMMATIVE ASSESSMENTS

Group video of tool of choice including part identification, safety, and applications.

Safety tests on teach tool following videos. Students must get 100% to pass.

Author's Reflection

A virtual lab tour allows students a safe environment where they can explore the lab at their own pace, rather than being rushed through with 20 other students. An option to follow their interest in a particular tool will play into motivation and engagement in the assignment. It may also encourage exploration of several tools as the students move towards a decision. Students will have the opportunity to view their peers videos in class, completing a worksheet for each tool. These videos will also be available via a digital collaborative wiki that the students create. For students who may have trouble processing the videos, books will also be made available that contain all the necessary information. Each students will play a role in the research, production, editing, and publishing of their video. This allows students multiple opportunities for students to display and develop their skills and knowledge through peer tutoring and group discussions. 

Instructional Methods

OPENING

Introduction

 Virtual lab tour

Students tool sign up via google doc

DURING

Introduce New Knowledge

Tool Research-Students will gather in the groups that they signed up for to collect information about their tool of choice. The teacher will provide a research guide to establish what information is required in the following activity.

Once research has been completed, students will share their google doc with the teacher to be checked for accuracy and gain approval to move forward.

Model New Skills and Knowledge

 Video Production- Students will take a video of the instructor or woodworking II student running their tool of choice. A video must then be created that covers tool parts, safety, and applications(the research they had gathered in the previous activity). The video must include labels, have smooth transitions, and show a level of creativity. The completed video should be uploaded privately to YouTube for instructor approval before moving to the next step.

Collaborative Wiki-Once video has been approved by the teacher, students will create a database(could be wiki, youtube channel, etc) where all videos will be uploaded and easily accessible.

Pose Leading Questions

Students will explore what applications their tool could be useful for both in the woodworking lab and in non-lab situations. 

Independent Practice

 Tool Worksheets- Students will complete physical worksheets, that have been provided by the teacher, while they are viewing the videos their peers have created. Teacher will assist groups with playing their video for the class.

CLOSING

Synthesize

 Safety Tests-Students will complete safety tests over each tool/machine through google forms during class, questions will also be read aloud as each safety test is gone through. If a students would like to take the test on paper, they may choose this option. This will require students to synthesize what they have learned about their own tool, and transfer that knowledge to apply to other similar tools in the shop. Students must achieve 100% on a safety test for it to be considered a pass. If students fail a safety test, they must review the video, explain the questions they missed, and retake the safety test. Teacher will observe students and answer questions that may be unclear.

Author's Reflection

This lesson was designed to not only provide a variety of delivery methods for information, but also to create a new method for student learning. By having students construct their own learning through research and production of a video, they are also providing another path of access that can be viewed at home with each student being able to access the tool wiki. For students that may not have access to a computer, books are available to be checked out that would contain the same information.

Materials

MATERIALS AND SUPPLIES

Materials:

Used by the Teacher: Woodworking textbooks, worksheets

Used by the Students: Woodworking textbooks, worksheets, pencil, notebook

Technologies

Used by the Teacher: YouTube, video recording device, printer, powerpoint, word processor, video editing software, google docs

Used by the Students: YouTube, video recording device, word processor, video editing software, collaborative network for uploading videos, google forms, digital archives, google docs