Thanks Sidney for your forth blog post! Technology is such an effective and useful tool, that I think will be a great approach to educate kids in kindergarten to grade 3 about racism within our digital book! I loved your idea for an art project activity as a way for students to express their understanding of the video. You chose a great kid friendly scene to demonstrate racism.
Month: March 2023
- Caillou Stands Against Racism | Caillou Cartoon
- A scenario, more entertaining and seems less educational than the other 2 videos but conveys a good message
- Systemic Racism Explained
- Good explanation outlining racism
- How to Talk to Kids About Race
- Talks about why informing children about race is so important, and suggest effective conversation approaches
After exploring several youtube clips that represent kid-friendly explanations of racism, I decided on a 20-minute clip from Caillou Cartoon. My group plans to utilize technology learning for our Learning Design Blueprint and create a digital children’s book titled “Underneath the Umbrella”. We intend to educate students ranging from kindergarten to grade 2 on the importance of racism. To recognize Universal Design from the previous blog post, particularly the first pillar, multiple means of representation, which advises providing learners the option of visual, auditory, and kinesthetic activities to interact with the academic material.
The Pressbooks media and student interaction template classifies Youtube videos in the category of learner-generated, implying the students are required to interpret and understand the clips’ meaning and purpose in relation to the course. Unlike other types of student interactions, YouTube videos are learner-material. Within our Blueprint lesson, we incorporate a portion of time for students to form small discussion groups, to share, elaborate, reflect, and express their thoughts and opinions of the lesson. Speaking and collaborating with peers helps students to improve or clarify any confusion the content addresses. In response to the video, an activity could be to answer the following questions in an audio/video recording, paper, or type, etc.,
- Describe racism
- Attitudes about the issue
- Propose an accommodation to reduce racism
- Provide an example of when you encountered racism
- What did you learn from the video?
These questions are designed to encourage the learners to analyze the author’s messages, make personal connections, and provide the instructor with a representation of the level of the student’s understanding of the material.
A potential barrier to showing Caillou’s Cartoon as a form of education addressing a serious topic involves students not recognizing the valuable lesson. Combining informative entertaining videos with education is effective to keep students engaged, however, tends to convey less in-depth and direct descriptions. To reduce this potential barrier, I followed up the Caillou Cartoon with 2 alternative videos that directly outline and inform students about racism.
Hi Yizhou Zhang for your blog post! I love your point on the importance of offering multiple learning pathways. I agree, regardless of a student’s disabilities instructors should always prioritize catering to all learning styles and preferred accommodations. Your example using economics was a great analogy and outlook. Overall my perspectives align with yours, and your solutions to the potential barriers are great!
The vision of my group’s Learning Design Blueprint is to create an innovative, interactive digital children’s book that addresses the topic of racism, with a target audience of learners between the ages of 4 and 7. According to Meyer, Anne, et al. (2014), “Digital media is far more malleable than print options,” and is an effective tool that accommodates all our participants’ needs. The Universal Design for Learning (UDL) outlines three categories of barriers, followed by suggestions for preparing and accommodating each participant. The first UDL pillar is “multiple means of representation” (Meyer, Anne, et al. 2014), which indicates learners are provided with a visual, auditory, and kinesthetic pathway option throughout the storybook. Our virtual book provides learners with three pathway options to interact with the learning material to provide multiple means of representation. To assist the auditory learners from this pillar, we implemented an audio version into our slides. Similarly, visual learners are provided with multiple video resources, on top of offering various interactive hands-on activities, group discussions, and lessons for those who prefer kinesthetic education.
The second UDL pillar, “multiple means of action or expression” promotes learners to demonstrate or communicate new insights, knowledge, skills, and abilities in different manners. With the help of technology in classroom settings, educators can conduct flexible lessons, adjust assignments, and allow students to be in control and learn self-efficiently. By instructors providing learners with multiple means of actions or expressions such as visual, oral, hands-on, or written academic pedology, students can determine the most suitable form of displaying expertise. Educators recognizing and accommodating learners’ needs resolves potential barriers and promote successful academic lessons. The formative assessment establishes communication between instructors and students regarding the most suitable and effective learning design for each individual and assesses whether any adjustments are required. To demonstrate this, we included a small group discussion approach, similar to progress resorts to evaluate students’ comprehension of the material presented. Our assessment is designed for instructors to observe students’ comprehension of the information presented. The evaluation indicates how accurately the learners are processing and retaining the material, to distinguish if any adjustments are necessary.
The final UDL pillar is multiple means of engagement underpins our program’s framework, as we provide learners with a variety of pathway options to fit all learning experiences. We plan to display the material in several different interactive methods, to encourage self-efficiency from each learner and to establish their preferred method of engagement. UDL conveys high expectations and expects learners to work hard, which the closing portion of our virtual book reflects. Following the virtual activity, we requisition children to express their sentiments and key takeaways from the material, to challenge and encourage self-efficiency and learning potential.
In conclusion, our Learning Design Blueprint incorporates and follows the UDL framework’s principles, to reduce potential barriers and create an interactive, inclusive, and innovative learning environment that is universally accessible.
Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
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