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Offer Flexible Opportunities for Demonstrating Skill

This version was saved 13 years, 11 months ago View current version     Page history
Saved by Mallory Burton
on April 15, 2010 at 8:40:38 am
 
 

Providing Flexible Opportunities for Demonstrating Skill is a UDL strategy presented in Chapter 6 of Teaching Every Student in the Digital Age. 

 

Key Concepts:

1. Learners needs opportunities to demonstrate skills.

2. Demonstration challenges learners to consolidate their learning. 

3. Demonstrations for a broader audience encourage feedback from more sources than just the classroom teacher.

4. Digital media such as creating digital presentations or blogging provide opportunities for demonstrating skill.


 

Sample Lesson


 

 Much of student work is presented for an audience of one...the teacher.  Presenting or performing for a larger, authentic audience can be very motivating.  Many teachers report (and it was certainly our experience at summer camp) that student blogging for a genuine audience is highly motivating.  Paul Hamilton's interview with Mrs. Smith's bloggers makes a convincing case for student blogging. 

Is it motivating that the BC UDL Wiki got 352 hits last month?  You bet!

 

 

Discussion

What are some other venues in which students can present their work to an authentic audience?

 

This brainstorm was created with Wordle.

 

 

Different Ways to Demonstrate Skills

  Saskatchewan Schools has created a great resource for matching learning styles to Bloom's action verbs, a variety of products suitable for that learning style, and alternate assessments for that learning style. 
  In year 2 of the project, students in Prince George were highly motivated by using Skype to buddy read to students in North Carolina.  Kathy reported that the students used every spare moment to practice their reading and would constantly nab any teacher or parent they could find to listen to their reading.
David Livingstone School recently hosted a Passion Cafe.  Students had researched a topic of burning interest.  There was no special time assigned for this project...students worked on it whenever they had extra moments and checked in with their teachers at various required stages.  On the day of the Passion Cafe, the students in three intermediate classrooms all got cups of tea and cookies and met in informal groups as if they were at a tea party discussing their topics.  The students also had graphic organizers on which they recorded information about the presentations and rated their peers on a rubric. 
  Many of the digital storytelling sites available on the web allow sharing of stories and will produce soft or hard-cover books for a fee.  The Parent Advisory Committees at several schools have provided the funding for such projects.

 

 

 

 

 

 

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