Module 6
Journal
Jennifer Serwe
I have learned to be FLEXIBLE! The National Center for Universal Design indicates
students should master the learning process verses content or specific knowledge. My teaching
philosophy aligns with the thought of creating 21st century learners verses expecting students to
know facts, dates, etc. Online learning has challenges and differentiation opportunities, the same
as face-to-face classrooms. When students do not learn the way I teach, I investigate to see how
I can alter my teaching to their learning style.
The Response to Intervention three tiers is what I used to adapt my online course for all
student learners of various abilities. The first tier involves the basic support that I can do for
students (Rice, 2012). Depending on the student, often I will eliminate required elements so it
will not be overwhelming to the student. This way, they can still do the same learning activities
as students. For example, I will shorten the ePub page requirement to three-five pages. In
addition, I can help the student highlight they rubric and checklist so they have a visual for their
expectation.
Students in my online course are in the summer school program, which is still face-toface. Hence, I have an accommodation at the tier one level that allows students to create a book
through paper and pencil method, if necessary. Obviously, this would not work well if I strictly
taught the course online. In that situation, I would just stick with the other accommodations and
modifications.
The tier two and tier three adaptations for learners require students to use other Web 2.0
tools or software more at their ability, such as Tux Paint or PowerPoint. In addition, I eliminated
required elements, specifically allowing students to just have either an audio or video clip.
Module 6
Journal
Jennifer Serwe
Students are still required to do the same learning steps along the project process compared to
their peers, but it is more realistic for them. Much of the tier three adaptations would depend on
the student and their need for assistive technology or aide support.
Students with an IEP or a 504 plan would have very specific modifications and/or
accommodations I will follow. Much of that would be collaborating with their main teacher
(special education teacher, if possible). My plan is to contact students before the class starts to
understand their learning geeds (Rice, 2012). Throughout the course, I would give students
frequent progress reports (through discussions, messages, chats, or face-to-face in summer
school) so they can chart their own progress in their learning experience.
With summer school being a shorter period of time, I would allow students to finish their
assignments at a later date, or whenever they are able to (within a reasonable timeframe, perhaps
one to two day extension). Students needing an extension may alert me to then eliminate some
required elements, as mentioned above. Students needing support will be paired with students
who can be a mentor or guide, if possible, during the online course. I plan to be in contact with
the students and their parents for any questions or to form a team to ensure the student is
attaining the learning goals within the learning process of the online course.
Bibliography
National center on universal design for learning. (2012, March 08). Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines
Rice, K. (2012). Making the move to k-12 online teaching: Research-based strategies and
practices. Boston: Pearson.