Jamboard is a google based app allowing classmates to collectively draw on a virtual whiteboard. This though had the advantage of giving me the ability to set up and save whiteboards in advance so that they are ready for class when the time comes. Below is the supporting Jamboard for the Hydraulics lesson detailed throughout this page. In my experience, Jamboard provided the necessary engagement and participation that a traditional whiteboard provided to our online environment while behind screens. It also added the ability to prepare structured collaborative activities such as live math problems which saved class time and increased comprehension over the traditional whiteboard alternatives.

Google forms were one of my main forms of formative assessments. They replaced the traditional classroom practice of quick quizzes and small worksheets. Google forms proved extremely versatile as I was able to use them for end-of-lesson comprehension, exit tickets, video comprehension, and attendance. I was able to judge lesson retention effortlessly by adding questions about past units to our attendance form or by issuing a short form specifically focused on a past unit. Sometimes the attendance form's question would be replaced with a social question adding another way to engage and touch base with the students. Forms also allowed me to me effectively use educational videos as a way of demonstration. I would send out a google form link and instruct the class to fill out the form while watching the video or after.

As stated previously, the combination of videos and google forms was a common occurrence in my classroom. Videos proved a perfect way to regulate the pacing of my lessons, giving the class a more effective way to internalize the information presented while also appealing to their interests. This also proved that I can integrate videos with my methodologies. It filled in the missing pieces by either appealing to another learning style for UDL or working on the "understand", "apply" and "analyze" sections of bloom's taxonomy. Videos were no longer wasted time.

Hands-on learning seems a monumental task during online learning, but it is one of the most essential aspects of any engineering classroom. Engineering solves pragmatic problems and applies theory to practice making it necessary for students to develop tactile skills. This is also essential to attend to tactile learners' needs. Some changes were easier than others too. For instance, my CADD classes were able to use web-based CADD software to continue our normal curricula. But, for my Engineering Principle class, I was able to accommodate hands-on learning by utilizing common household materials and tools. I would assign projects mimicking the current topic where students got to model an aspect of our topic with their own materials. "Homemade hands-on learning"

Demos proved another essential method for teaching in my classes. I built multiple demos to either break from higher-order thinking or serve as the center of a lesson. I build a syringe-powered hydraulic press to show the class the power of hydraulics while also letting them relax and watch as I crushed a soda can. On the other hand, I used a bike at the center of a gears activity, having students record wheel turns as I turn the pedals. Both provided a different medium for students to relate to and understand a topic.

Hands-on learning goes hand-in-hand with real-world examples allowing students to physically work on relevant engineering challenges. This is why every lesson had a hands-on and real-world portion of it, many times comprising a majority of the lesson. Real-world examples satisfy the "why?" of UDL and also provide excellent opportunities to introduce visuals and other material to satisfy different learning styles as needed.