Practices and technologies to provide an alternative method for content representation

1. ACCESSIBLE
SCIENCE
Practices and technologies to provide an alternative
method for content representation
Era Roberts
EDET 735: Final Project

2. Why UDL?
(Marino et al., 2014)
• UDL represents Universal Design for
Learning
• UDL is a framework to support all
learners; this can be especially helpful in
an inclusive classroom with a diverse
population of learners
• Guidelines call for multiple means of
representation, action and expression,
and engagement
• The UDL framework was designed by the
Center for Applied Special Technology
(CAST)

3. Video Games for UDL
(Marino et al., 2014)
• Video games can provide an alternative
method for representing and engaging with
content
• Game users demonstrate greater
engagement with content compared to
traditional textbook content
• Students extend practice time when motived
by game features like points or leveling-up
• Websites can provide lists of content specific
science games
- Elementary science games
- Middle school science games
- Linked list of science game sites

4. Selecting Video Games
(Marino et al., 2014)
• Determine lesson objectives and seek
games that align and provide
measurable assessment
• Select games that are in the students’
zone of proximal development (hard
enough to challenge, but no so hard
they give up)
• Ensure the game you select is
supported by the hardware and software
available to students
• Work with special education teachers to
identify and plan accommodations for
cognitive, physical, social, and cultural
barriers to learning

5. Practices while playing
(Marino et al., 2014)
• Begin with 15-20 minutes of game
play
• Use pods, peer groups, or chat
features for collaborative peer
problem solving
• Circulate through the classroom
• Ask meaningful questions about
learning
• Identify and provide corrective
feedback when content
misconceptions are clear
• Collect data about individual
student’s progress

6. Discussion for learning
(Marino et al., 2014)
• Play the game as a teacher to identify
opportunities for discussion, clarification,
and reflection
• Use a pre-game discussion to prepare
students for how the game relates to
objectives and assessment
• Implement a post-game debriefing session
• Students report:
- Discussions help them understand content
- Collaboration during and after game play
helps them play better and understand more

7. Argument-based learning
(Villanueva & Hand, 2011)
• Provides an alternative method
for representation and
expression of concepts
• Students work to construct
meaning for concepts through
written arguments
• Requires use of vocabulary
and concepts in context
• Apps like Co-Writer, Brevity,
and Dictanote allow students to
focus on expression of ideas by
supporting writing with word
prediction, in-text definitions,
and speech-to-text
Recommended template for students:
1.Beginning ideas—What are my
questions?
2.Tests—What did I do?
3.Observations—What did I see?
4.Claims—What can I claim?
5.Evidence—How do I know? Why
am I making these claims?
6.Reading—How do my ideas
compare with other ideas?
7.Reflection—How have my ideas
changed?

8. Support with supplemental texts
(Marino et al., 2014)
• Provides an alternative method for
representing content
• Good practices for alternative texts:
- Include visual representations for new
vocabulary
- Write content for the intended reading level
- Provide voice-over access and tutorials when
possible
- Provide text as an alternative, not additional
reading
• Extensions like Speak It and Voice Instead
can provide text-to-speech support

9. Support with graphic organizers
(Baurhoo & Asghar, 2014)
• Provides an alternative method for
representation and expression of concepts
• Useful for representing connections
between concepts
• Allow the use of color and images to
expand opportunities for multiple means of
expression
• Apps like Popplet and Idea Sketch assist
users with represent concept connections
digitally

10. References
Baurhoo, N., & Asghar, A. (2014). Using universal design for learning to
construct inclusive science classrooms for diverse learners. Learning
Landscapes, 7(2), 59–81.
Marino, M. T., Becht, K. M., Vasquez, E., Gallup, J. L., Basham, J. D., &
Gallegos, B. (2014). Enhancing secondary science content
accessibility with video games. Teaching Exceptional Children, 47,
27–34.
Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht,
K. (2014). UDL in the middle school science classroom : Can video
games and alternative text heighten engagement and learning for
students with learning disabilities. Learning Disability Quarterly, 37(2),
87–99. http://doi.org/10.1177/0731948713503963
Villanueva, M. G., & Hand, B. (2011). Science for all : Engaging students
with special needs in and about science. Learning Disabilities
Research & Practice, 26(4), 233–240.