Week 4: Academics and Study Skills

You've almost made it! This is the last week of tasks. This set of tasks is due Thursday, August 1st at the end of the day. I've made this unit a bit shorter with that in mind. Unfortunately, I have very little flexibility with extending deadlines for Unit 4, as I have to turn in grades to the Registrar by Monday, August 5th at noon.

An example of this task completed by a Spring 2024 student.

TASK 1: Selecting AT Resources to Support Academics and Study Skills

Grade value: 10% of total grade Time Estimate - 2-3 hours

**Please make sure to read the instructions for this task carefully so you don't accidentally do more than what is required.

You've learned about how AT can support mobility, accessibility, communication, and literacy - but we've not really talked about how assistive technology can support specific academic areas (math, science, social studies, writing, etc.) nor have we talked about how assistive technology can support positive behavior.

For this task - you'll select a topic (math, science, study skills, social support, etc) and you'll create a brainstorming list of all of the tools that you've found that could provide support for a student who finds that particular content/topic/area challenging.

In your brainstorm web - you'll identify the topic and the general grade level (preschool, early elementary, upper elementary, middle, high, college, etc.) then list/chart/connect the resources you've found and include short notes about why they might be helpful.

If I were doing this task - I would write out a scenario about an "imaginary" student and their challenges and then search for resources that I believe would provide support (honestly - this is actually how I plan tasks for our class). Then, on a piece of paper - I'd write a short blurb about my imaginary student and then create a chart - or maybe a web, depending on my mood - to show and talk about what I'd found. You can hand draw it or use any number of free online brainstorming tools (and this is a great opportunity to dust off that iPad and Apple pencil that you swore would help you take notes better). By the way - you could choose an imaginary student who struggles with study skills and motivation in their college classes and that imaginary student could actually be you and you could use this task to find resources for yourself!

The TL;DR version:

Identify a topic that might be challenging for a student: math, science, study skills, behavior, etc.
Write an imaginary biography for that student identifying their grade level and a little about their challenges.
Using the resources provided below and resources you find independently - create a chart or web that includes the biography (maybe as a paragraph at the top) to show the resources that you've found and how they could be used to support your imaginary student. How many resources? I think 6 ought to cover it.
Insert your chart/web or take a picture if it's hand-drawn and put it on your Academics and Study Skills page.

Oh - and there are some video and text-based resources listed below to get you started (if you can't find what you're looking for, send me your imaginary student bio and I'll help you locate resources. I have a huge list but I tried to pick ones that would be the most helpful and the least overwhelming):

Resources:

Reading Rockets: Giant List of AT supports for Academics

Georgia Project for Assistive Technology Giant List of low, middle, and high tech AT resources for all subjects

Common Sense Media Organized List of Resources

AT for Math and Science

AT for Writing

AT for Reading

AT for Writing and Math

TASK 2: How it all fits together

Grade value: 10% of total grade Time Estimate - 1 1/2 hours

During the first unit you read: Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education (pp. 48-56). Oxford: Elsevier. You'll continue to refer to this chapter as you complete this task.

Another resource that might help you with this next task (and with other tasks for our course) is the document about Person First language published by the Georgia Council on Developmental Disabilities which you read in Unit 1. Please reference this resource as you complete this task to ensure you are using appropriate language.

You've connected your understanding of UDL with all of the assistive technology topics we've covered this semester - from mobility to emergent literacy. For this task, you're going to design a classroom based on your understanding of Universal Design for Learning. You may want to refer back to your previous "How it all Fits Together" pieces before you begin this task.

Watch a short video of an inclusive classroom at Miami University.

A tiny version of a student's work from Spring 2024 - just so you can see what it might look like.

Task: Use Google Drawings to design and label a classroom that demonstrates the three principles of Universal Design for Learning.

How to complete the task:

Open Google Drawings (or you could do this in Google Slides or any other tool that you prefer - just as long as the tool allows you to add text boxes and links onto an image). Title your page and go ahead and set the Share settings to "anyone with the link can view" so you won't forget.
Locate an image of a classroom that has room for improvement. A simple Google image search for “classroom,” “special education classroom,” etc. will help you find what you’re looking for. Don’t choose the first image that you see. Look around for a few minutes before making a selection. Add it to your Google Drawing page.

3. Use shapes and text boxes to add at least 6 tags – some should point out examples of consideration of universal design for learning while others should point out recommendations for accommodations. At least four of your tags should include more than just text. And any text tags shouldn’t just be labels – detailed explanations of what you see or wish to see should be included on these tags. Use the terms you've learned related to classroom accessibility over the course of this semester. You'll have to use your imagination to describe what you "see" in the classroom. No picture will really show UDL examples - you're really just using the picture as a backdrop/starting point to describe what you think should be happening in a classroom that supports UDL. So, you might have a tag or two that talks about the physical objects in the classroom or the layout of the furniture but you should have other tags that describe what might happen in that room that supports multiple means of engagement, etc. Each tag will likely be several sentences - or they'll have a short description and then link to a video example of a UDL strategy you found online (you don't have to create the video - just find one that's related to what you are trying to describe).

4. When you are finished with your Google Drawing, insert it onto your Academics and Study Skills page. Don't forget to publish your page! **If you created it in Google Slides - don't forget to change the share settings so that "anyone with the link can view"

TASK 3: Your Biggest Takeaway

Grade value: 3% of total grade Time Estimate - 5-10 minutes

This week's Padlet post is a statement about your "big takeaway" from this semester and advice for the next group taking this class. Since there is no final exam, this is your opportunity to describe what you've learned this semester. You can access the Padlet here. Don't forget to take a few minutes to explore what your classmates posted.

TASK 4: Check your grades!

Grade value: 100% of total grade (sort of) Time Estimate - 5 minutes

Now that you've submitted all of your assignments, it's a good idea to check in eLC that all of your grades have been recorded properly. I do my very best to make sure eLC matches the records I keep in my old-lady paper grade book, but sometimes I make mistakes. I know that you do your very best to make sure all of your tasks are submitted correctly - with shared Google Docs/Slides and published webpages - but sometimes mistakes are made. It's so much better to get it all cleared up before the end of the semester.

Remember - Anything can be resubmitted - you just have to let me know that you've made corrections (or that I missed something). I DO NOT get any kind of alert when you post new or resubmitted tasks - you have to send an old-fashioned email or text.

My goal is for everyone to be successful in this class and for the grades posted in eLC to properly display the work you've submitted - so you are helping me, not bothering me, if you let me know of an error or a resubmission.

TASK 5: End-of-course Evaluation

The anonymous end-of-course evaluation is available here. It is available until Monday, August 5th.

Although you sign in with your UGA MyID and student number - I do not see the evaluations until well after final grades are posted in Athena and your evaluations remain anonymous to me. I always welcome feedback as it provides an opportunity for me to learn from you and to make improvements on our course for future classes. Thank you for taking the time to complete it.

REGISTER: Need a Course for Fall Semester?

If you aren't graduating this semester and you're still looking for classes - I'd love to have you in another class.

I'm offering several courses in the fall and I've attached an image with more information. If you have friends that need an elective - I'd really appreciate it if you'd share this information with them. I have room in a few sections of EDIT 2000 for the fall - but they'll fill up quickly as first years continue to register during summer orientation.

That's it!! You have finished all requirements for EDIT 5100e! These four weeks have flown by - it's unbelievable! Please make sure to call or email me if you have questions or concerns at any point in these tasks. Please remember that all tasks are due no later than Thursday, August 1st at the end of the day. No need to email me once you're finished. Final grades will be posted in eLC by Monday, August 5th at noon.

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