Friday, 21 October 2016

Term 4 Digital Immersion PLG

The aim of today was to create a teaching resource with a Universal Design for Learning (UDL). The day started with a discussion around the variety of ways our students best learn and their differing learning needs. This then linked into a discussion around how, as teachers, we need to be creating multi-modal resources and learning experiences which allow student's to have choice in their learning and which are appropriate for the various students in our class. This concept, which is known as a Universal Design for Learning (UDL), was explained by Chrissie Butler from Core Education, in this Core EdTalk. Chrissie Butler explained the importance of proving multi-modes to learning experiences so all students are engaged and have the necessary resources required to learn.

We felt strongly about the importance of learners being encouraged to use modalities which they may not always find the easiest to use as it is not always going to be possible for these learners to respond to and retrieve information from their modality of choice. This concept got me thinking about next steps in my inquiry - how can I be encouraging students to engage in learning when it is not presented in their favoured modality? To continue down this path, it is going to be necessary to find some other teachers or researchers who have looked into this idea.

How might this look in the classroom?. A discussion around this began with a look at research which has been undertaken by the Woolf Fisher Research Centre (WFRC). It has been suggested by the WFRC (2016) that learning experiences should include information presented through multi-modalities, and which include high reading mileage as well as wide and deep reading.

I began to plan a learning experience using a UDL for the Material World/ Nature of Science. As an introduction, I planned for students to explore Pseudoscience. I gathered a number of resources, including readings, images, infographics, videos, and also included a scientific method google drawing which students will be able to work with. Here is my plan so far:

I plan to use this learning experience in the weeks to come. As our team began inquiring into how we could use these findings of the Woolf Fisher Research Centre during term 3, I wanted to now challenge myself to think about how I could possibly make learning experiences more interactive for learners. During discussions with others, it was suggested that I think about how I could be engaging students who are absent from lessons.

Here is a screenshot of a learning experience created for term 3:

I have listed ideas around how I could possibly improve a learning experience like the one above in the future:
  • I could use buttons which are common for different things across learning experiences (e.g. audio explanation of task, screencast explanation of task, article, school journal, video).
  • I could make it clear as to what links to a video, what links to a reading, what links to a DLO template.
  • I could also be thinking more about how I create choice for students.


Butler, Chrissie. (2012). Universal Design for Learning. Core EdTalks. Retrieved from

Woolf Fisher Research Centre (26 August 2016). Manaiakalani Research Presentation: Manaiakalani Hui: 26.08.16 - Rebecca Jesson, Aaron Wilson


  1. I love the way you have interpreted and extended the ideas presented today Hannah. Your lessons design includes both behavioural and cognitive engagement and looks like the children should learn heaps. Well done!

  2. I agree with Dorothy's comment Hannah - it is very clear that your lesson design speaks to a lot of what we picked up on Friday's session. Look forward to seeing some examples of this documented :)