means of rep

The podcast discusses the concept of multiple means of representation, which is one of the principles of Universal Design for Learning (UDL). It explains that multiple means of representation is about how we provide information to students and highlights three guidelines: perception, language and symbols, and comprehension. The podcast provides scenarios and strategies for supporting students with different learning barriers, such as lack of understanding, vision impairment, and difficulty organizing and processing information. It also mentions blended learning models and the importance of accessibility features in technology for making learning accessible to all students. The podcast concludes by emphasizing how multiple means of representation can benefit both educators and learners and promotes a growth mindset. Good afternoon and welcome to my podcast. My name is Sharron Munson. I'm a future special educator with nearly 20 years of working with children in and out of the classroom. One thing that I have picked up over the years and hold dear is that each child you meet is different. They are different in so many wonderful ways that it is vital to support them in a way they can grasp. That brings me to the topic we're going to discuss today, multiple means of representation. Please join me for the next few minutes as we take a closer look at multiple means of representation. So what are multiple means of representation? Well, to start, it is one of three principles of Universal Design for Learning, or UDL. UDL identifies three different networks within the brain, recognition, strategic, and effective. Under multiple means of representation, the recognition network is activated. The recognition network collects information and puts it into meaningful categories. With that in mind, multiple means of representation is how we get information to students. It is referred to the what of learning. Multiple means of representation has three guidelines that should be considered when creating lessons. Perception, language and symbols, and comprehension. When planning how to get information to students in a way they will understand, it is vital to consider the student's background, interests, strengths, culture, language, and disability. Let's discuss some scenarios to help build an understanding of multiple means of representation. In the first scenario, a learner in your instructional setting struggles with decoding math symbols and the next lesson you teach uses math symbols. How can you prepare the student to understand the lesson? The first step is identifying the learning barrier. The learning barrier in this scenario is lack of understanding. In this case, the teacher should focus on teaching the student the math symbols that will be reviewed beforehand. Under multiple means of representation, guideline two, language and symbols, teachers should clarify vocabulary and symbols. An instructional strategy to support this learner is to pre-teach vocabulary and symbols in ways that promote connection to the learner's experience and prior knowledge. Intentionally pre-teaching the symbols and highlighting equations into simpler words or symbols, the student builds understanding and connections of symbols. This could increase their chances of being successful. In the next scenario, you have a learner in your instructional setting with a visual disability and struggles to see the images when you are presenting content or when they are working on a document with images. In this scenario, the learning barrier is vision impairment. Strategies needed to support the student will require a focus on how to present visual information. The first guideline under multiple means of representation is perception. A learning strategy to support the learner is to provide descriptions, text or scoping, for all images, graphics, videos, or animations. Providing a written or oral description will help the student to receive the same information they missed. This learning strategy aligns with the perception guideline of multiple means of representation because it provides the same information through a different avenue, making the information accessible to the student. In the final scenario, you have a learner in your instructional setting who has difficulty determining what information is essential and what information is of less importance when learning new content. The learning barrier is lack of organization and processing. Second guideline under multiple means of representation is comprehension. Comprehension happens when students can take what they have learned and transform it into usable knowledge later. An instructional strategy to support this student is using advanced organizers. Using an organization chart like KWL can help the students track essential information. This learning strategy aligns with the comprehensive guideline of multiple means of representation because it supports active processing. That takes us to our next topic of the blended learning models. In continuing the conversation about UDLs in the classroom, blended learning models can be supportive of means of representation. Blended learning is a combination of in-person and online instruction to provide integrated learning experience. There are four types of blended learning models. Rotation model, flex model, a la carte model, and rich virtual model. Each model incorporates technology in the learning environment to get the information to the student. I will use the rotation model to support my students. The general description of the rotation model is that students rotate through a variety of classroom activities with at least one being presented online. So how does this work? Well, the idea is that students rotate on a predetermined basis from one delivery method to another, in this case, between in-person learning and virtual learning. The rotation model aligns with UDLs means of representation because it offers a level of flexibility and reliability for learners to access and receive information. That brings us to our next topic, accessibility. Learning should be accessible to all students. The article on the importance of teaching all students about tech accessibility features discuss the importance of using technology to make learning accessible. In today's world, we are surrounded by technology. At times, this can be overwhelming, but the benefits it provides to accessibility are undeniable. Many technology devices have accessibility features built into the devices. Learning that is accessible is in line with UDL. Accessibility features are one way to promote access to minimize barriers for the wide variety of learners in the classroom. Some accessibility features include voice typing, magnifier, live captions, dictation, and translation. Each accessibility feature has their own benefit, but I would like to focus on how accessibility features that provide translation benefits in the same terms. When teaching ELL students, it is vital to ensure they can receive the information to ensure they have a clear understanding of the content. Encouraging the students to use translation so that they can get the information is a major resource to support learning. Our final topic, how can multiple means representation help me? Multiple means representation is a very interesting starting point for understanding UDL. I had an idea of the role technology plays in the classroom, but I did not fully understand how technology helps students process information. The important thing I learned from exploring multiple means representation is that many people take the little things for granted. We all have phones and know how to access information quickly, but reading about the accessibility features that are built into these different devices made me excited about designing lessons that are inclusive for all students. Not only can this principle help me as an educator, but it can also help me as a lifelong learner. This principle promotes patience and a growth mindset, which are both great characteristics to have. We've had the chance to learn about mean representation and how the guidelines of UDL supports the learning of all students. We also discussed how blended learning environments further support students' learning with technology. I hope this podcast provides more knowledge and insight into the first principle of UDL. Thank you for tuning in and making sure, and please make sure to join me next week as we discuss the next principle.