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Developing two lessons for this course was an eye-opening experience for me because I
previously had not realized the strength of using learning objectives to guide my workshops from
creation to completion. By clearly identifying and communicating learning goals before, during,
and after each lesson, participants are more likely to walk away with the knowledge I intended
for them to learn (Brookfield, 2015). I achieved this by writing clear, succinct learning
objectives into each lesson plan, included in written and oral forms during my presentation, and
reiterating before handing out the feedback forms. By using multiple forms of engagement,
expression, and representation, I made sure participants could learn and express knowledge in
ways that met their specific needs individually, in pairs, or in large group discussions (Meyer,
Rose, Gordon, 2014). Evidence of this strength is present in the feedback from my peers in
participants can engage in meaningful interactions with the content, and each other, allowing
them to experience all four stages of Kolbs Learning Style, ensuring students engage with the
content in ways the work best for them (Kolb, 2007). I did this by establishing ground rules, and
ensuring that students could engage with the material in a variety of ways, all with a calm tone
and demeanor. Evidence of this strengths is present in the feedback evaluation forms I received
from participants, where one person said they felt comfortable to ask questions.
Needs Work
must continue to use self-reflection to fill in gaps of knowledge as I continue to hone my skills
and abilities (Brookfield, 2015). Two areas I can improve upon include redeveloping the
materials I created to supplement my lesson plans, and learning how to be more of what
suggested via Canvas I create a handout of common definitions, or to provide more context on
the handouts in future lessons. This way, participants can refer the handout as a guide when they
are on-the-job. Additionally, one of my peers suggested via Canvas I incorporate more
interactive, creative activities that allow me to be a guide on the side, and do less of the heavy
lifting for my students (Brookfield, 2015). Through many of my lessons, while I try to leave
room for silence, I tend to lecture a lot, and give participants the answers before they have time
to think or respond. To better incorporate UDL and Kolbs principles into my practices, I can
use a wider variety of activities that encourage peer discussion and reflection, including a circle
of voices, hatful of quotes, or another activity requiring students to state or reflect on their
Growth
me to continue to find ways I can improve my teaching methods. Two of the most important
teaching improvement goals that I have set for myself include incorporating more UDL
principles into my activities, specifically multiple means of expression, and developing more
effective Critical Incident Questionnaires (CIQs) to ensure that my lesson plans are effective and
First, while I had a variety of learning activities in the course, I want to focus more on
incorporating different creative activities that allow students to express themselves in more ways,
including physical action or art, to help students navigate the learning environment if they are not
able-bodied, or struggle with English as a first language (Meyer, Rose, Gordon, 2014). To grow
in this area, I will utilize the free, public resources, including joining a forum for educators who
consistently incorporate and reflect on UDL practices and specific student learning challenges,
and watching a The UDL Series, hosted by the National Center for Universal Design for
Learning, which is a free online collection of rich media presentations that help educators build
Second, while I used CIQs at the end of each lesson, they were very simple, informal, and
did not include the learning goals, or enough context about why the feedback was being collected
(Brookfield, 2015). To improve my feedback evaluation forms, I will take the course Program
Evaluations in Higher Education (ADET 5770) online next quarter to improve how I evaluate
each activity and lesson plan I create, and continue to use Brookfields insights of how to best
administer CIQs in large and small classroom settings. This way, I can get timely feedback, and
change my lesson plans to incorporate different aspects and methods from UDL or Kolb as
needed.
References
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the
Kolb, D.A. (2007). Kolb learning style inventory: LSI workbook. Boston, MA: Hay Group, Inc.
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and