This was such an engaging and well-organized blog post! I really liked that you made sure to have clear, structured explanations of each concept. The way you organized it in tables and blocks made it clear when you were explaining concepts, and shows that you have a strong understanding of the material. I also really enjoyed reading your personal example about running groups, I think that is perfect way to explain the more emotional side of inclusion. I wonder if adding captions or descriptions under the videos and pictures might improve the accessibility of your post?
Overall, everything aligns with the rubric, and you have great organization and integration of the topics from the course!
I really enjoyed reading your blog post, it is thoughtful and provides clear examples that connect to classroom practice. I really enjoyed how you integrated personal experience throughout the post. Your example from your practicum and the animal chart was a great way to show some of the ideas we are learning within real teaching contexts. It shows well how inclusion can have so many aspects, and I love how you said “using diversity as a resource”. I also enjoyed your section about online learning environments. The section about student-content, student-student, and student-instructor interactions was very clear, and gave thoughtful examples of how connection can be intentionally designed into digital spaces.
I also really liked the visual flow of your post. I think the videos added a lot to the post, and the personal photos from your experience were great! I wonder if you could add a conclusion section or a few sentences that tie the different concepts together, because it could be challenging for someone who is new to these concepts to connect UDL, inclusive learning, and online engagement.
Overall, everything aligns closely with the rubric, and this was a really good and insightful post!
I really enjoyed reading your blog post, and it was well-organized. I liked how you used clear examples to connect to the concepts you discussed. The table showing multiple means of representation, action, and engagements made the ideas really easy to connect to real microbiology learning. I also think you had a good balance of personal reflections and course concepts. I liked how you connected your own motivation to the broader concept of constructive alignment, because it is helpful to see how these theories are applied.
I also really liked the overall layout of the post; the tables broke up the content and made it easy to understand. It is visually organized and clean, but I wonder if you could add one sentence before the tables to help transition between the sections of the post? I also thought the conclusion at the end was good, but I wonder if it could have benefited from one main takeaway, or a central message that ties it all together to that the readers don’t lose the main idea?
I thought this was great, and I learned a lot of new information from the examples, reflections, and strategies you supplied in your post. Overall, it was very engaging, and you clearly have a deep understanding of the concepts!
Universal learning design is a framework for education that aims to provide flexible learning environments for all students. It is an approach that avoids the ‘one size fits all’ dynamic in order to help all learners succeed.
This framework can help us design with learner variability in mind because it reminds us that not everyone learns the same way. Some people may have challenges that impact their ability to learn, so when we can include various accommodations and resources, it helps those who need it, and it can benefit other students as well.
The core principles of the UDL (engagement, representation, and action & expression) can directly reduce barriers to learning. For example, providing lecture recordings with captions on them can support students with hearing difficulties or attention challenges, but it can also be used as a tool by other students who want to review the material.
By trying to anticipate possible barriers before the students have to ask for them, we can aim to create a positive learning environment where students are automatically given a chance to succeed.
Inclusive learning design ties into the universal learning design. The goal of this framework is to encourage practice that supports the unique differences within students and create the conditions for a diverse global learning community.
This picture from an article by Watkins and colleagues (2020), shows how it is common for learning designs to be built in a way that accommodates a lot of the students, but there are still about 20% who cannot access the learning. This displays how important it is to start our learning designs with the outliers in mind as well.
Some steps that educators can take to incorporate an inclusive learning design in their classrooms include:
Provide students with choices
Use diverse course content (variety of cultures and perspectives)
Promote inclusion in the classroom
Design with accessibility in mind
Learning Disorders
It is a common fact that not everyone learns, behaves, and thinks in the same way, and that everyone is different. Yet, in schools, sometimes the teaching methods are more ‘one-size-fits-all’, and they don’t take into account the learner’s individual differences. The differences in how people learn can be thought of as a sort of spectrum, but it is also important to acknowledge that some people are genetically different in the way they think and learn.
Neurodevelopmental disorders encompass various disorders that disrupt normal brain development in early childhood, affecting functions like learning, memory, social skills, and behaviour.
Examples:
Dyslexia: Reading Difficulty
Dyscalculia: Trouble understanding numbers
Dysgraphia: Difficulties with spelling, writing and grammar
Dyspraxia: Affects physical coordination
Intellectualdisorders: Affects cognitive, social, and practical skills
Key impact: These disorders can disrupt the brain’s ability to form connections, leading to different challenges in school when the tools and strategies are not provided to accommodate their needs.
Neurodivergent disorders occur when an individual’s brain functions in a way that is not typical, which is not necessarily a negative thing or a deficit of functioning.
Examples:
Autism Spectrum Disorder: Differences in social communication, interaction, processing, and behaviour
Attention-deficit/hyperactivity Disorder: Symptoms of inattention, impulsivity, hyperactivity, and emotional dysregulation
Key impact: The individual has differences in the way that they interact, learn, and behave that may be considered ‘atypical’. This can lead to challenges in school and social relationships when these individuals are not provided with the support they need.
When schools or learning designs do not take into account, and accommodate the differences in how some people’s brains work, it can have a very negative impact on these individuals self-esteem, academic achievement, and overall wellbeing. It is important to remember that even though some individuals are different, and perhaps not ‘typical” that does not mean that they have any less of a right to a good education, and the support that they need. Furthermore, someone does not have to have a disorder to be considered someone who learns differently, we are all different and have various strengths and weaknesses. Neurodevelopmental and neurodivergent disorders are just good examples for the sake of this topic.
These inclusive learning designs are a great aspect of incorporating the right tools and strategies for different learners into education, but there is always more that can be done. I think that one really important aspect is for all educators to have a thorough understanding of learning disorders, and for them to make a point to accommodate them, while not contributing to stigma.
This video by Edutopia (2017), shows an example of a school where they have a sensory room where kids can go and engage in various behaviours that they need to, in order to be able to learn better and focus at other times. This is just one example of how neurodivergent kids can be incorporated into learning designs, and there are so many different ways that this can be done depending on the students’ needs.
If anyone is looking for more information about this topic, and how we can make our classrooms more inclusive to these individuals, Aide Canada has a great presentation, “An Introduction to Neuroinclusive Classrooms“.
Synchronous and Asynchronous Learning
Synchronous learning takes place when students engage with course material at the same time, usually in a traditional classroom setting or through scheduled online meetings. In contrast, asynchronous learning allows students to access and engage with course materials at their own pace and on their own schedule.
Both methods offer unique benefits. Synchronous classes support real-time interaction between students and instructors, allowing for immediate feedback, questions, and group discussions. Asynchronous learning, on the other hand, provides flexibility, which connects back to the “multiple means” principle from the UDL, and enables students to study when it best suits them and to spend more time on challenging material.
In my experience, combining both approaches works well. Currently, I am enrolled in several synchronous, in-person classes as well as this asynchronous online course. Managing five synchronous classes at once can be overwhelming, but having an asynchronous option lets me schedule work at times when I am most focused, helping me succeed in all of my courses.
This video by Brennan, Z. (2022), goes into detail on the differences between synchronous and asynchronous learning and discusses the blended technique where both are combined. For example, a blended approach could have a specific synchronous lecture time where everyone learns the same concept, and then they have an asynchronous assignment where they reflect and build upon what they have learned.
Combining synchronous and asynchronous approaches can support inclusion because each method accommodates different learning preferences and personal circumstances. Some students thrive on the structure and social connection of real-time classes, while others benefit from the flexibility to engage with materials at their own pace. When both formats are used together, students have multiple pathways to participate and succeed. This reinforces the idea that learning should be adaptable to individual needs rather than following a “one-size-fits-all” approach.
Online Education
Sometimes, when it comes to online learning, more steps need to be taken to ensure the students are able to actively engage with the material they are learning.
All of these aspects can be integrated into online learning modules to ensure that the students are able to understand, analyze, and learn the material. Frameworks like Universal Design for Learning (UDL), support these aspects by promoting alignment between learning goals, assessments, and activities; ensuring clarity through organization and communication; and improving accessibility by offering multiple means of engagement, representation, and expression.
Different types of interactions between the students, content, and instructors are important for learning because they can promote deeper understanding, active participation, and connection.
Type of interaction
How to encourage it
Why it’s important
Student-Content
– Alignment: Connect learning activities to student goals.
– Reflection: ask students to complete reflections to increase engagement with the material.
– Usemultimedia: videos, readings, quizzes.
Encourages active learning and deeper understandings of the content, by allowing them to connect with the information through various ways, supporting different individuals.
Student-Student
– Groups: Collaborative tools and group work.
– Peer-review: Allows for feedback opportunities and further engagement.
– Discussions: Discussion boards, or group projects.
Builds a sense of positive community and belonging, increases motivation, and promotes inclusivity and different perspectives.
Student-Instructor
– Availability: Make office hours, respond to emails, discussion Q&A boards.
– Feedback: Provide timely, meaningful, and useful feedback.
– Ongoingcommunication: Regular announcements, reminders, let students know you are also actively engaged.
Creates social presence, supports emotional connection and guidance, and helps students feel seen and supported in the online space.
Putting It All Together
To summarize, creating inclusive and engaging learning environments means recognizing that students have diverse abilities, experiences, and needs. Frameworks like Universal Design for Learning and inclusive design help us to plan for diversity from the start by offering flexibility, choice, and multiple ways to engage. Whether through synchronous discussions, asynchronous activities, or a blend of both, thoughtful design ensures that every learner has meaningful opportunities to participate and succeed. Writing this post made me realize that inclusion is not one single strategy, it is a mindset that can shape how we teach, design, and connect with learners. Ultimately, an inclusive education is not about treating everyone the same, it is about giving everyone the support they need to thrive.
I loved reading your second blog post! You included a lot of great information, and I found the personal connections you made to the different topics both interesting and helpful for understanding. Your section on surface vs. deep learning especially resonated with me because I completely agree. Whenever people discuss certain subjects, especially math, I often have trouble understanding unless I can know the deeper “why” behind the concepts. It was interesting to learn that your friend learns differently, which highlights just how much learning preferences can vary from person to person. I wonder if you could expand a bit more on the Bloom’s Taxonomy section and perhaps add a personal reflection there as well.
I really enjoyed reading your blog post. You covered many important concepts, integrated helpful videos, and included diagrams and pictures that enhanced the post a lot! I especially liked the section discussing the difference between actually understanding and simply regurgitating terms. I think term regurgitation is something all university students experience at some point. It was interesting to learn more about this and to see how problem-based learning relates to it. I’m curious if you could add a bit more information about design thinking and how it connects to the rest of the content in your post.
Overall, I enjoyed it and I am excited to read your next one!
“Backward Design” by Erin Stapleton-Corcoran, January 25, 2023
Backward design is a framework for planning lessons, modules, or entire courses. It starts with the learning objectives, which is what the student is expected to learn, and works backwards to create materials that facilitate their learning.
There are three main steps in backward design:
Identify desired results.
After completing a lesson, module, or course, what knowledge, skills, or abilities should students have achieved?
Determine acceptable evidence.
What will you include in your instruction to allow students to demonstrate their learning?
e.g., assessments, projects, tests
Plan learning activities and instructional materials.
What activities and instruction will you provide to help students achieve the learning outcomes?
Planning instruction with learning outcomes in mind benefits both teachers and students. Teachers gain a clear set of goals, enabling them to design content, assessments, and activities that align with these goals. This ensures students have the resources to meet the intended outcomes. For students, it offers clarity on the course direction and the purpose of their learning.
I have noticed this approach throughout my university experience. In some classes, professors outline learning outcomes at the start of new topics or modules, explaining what we are expected to learn and why it matters. I did not understand the point of doing this at first, but upon reflection I find this very helpful, particularly when preparing for tests or working on projects. Referring to the learning outcomes can act as a checklist, where I can see if I am meeting all outcomes, identify gaps in my understanding, and target those areas for improvement.
Design Thinking and the Iceberg Model
Design thinking is a human-centred approach to problem-solving, helping us tackle challenges by creating innovative, relevant, and lasting solutions.
Design Thinking: A Problem-Solving Framework by, Edutopia
A particularly interesting concept in design thinking is the Iceberg Model. Often, problems persist because we focus only on visible symptoms, not underlying causes. The Iceberg Model helps us look beneath the surface to uncover patterns, structures, and mindsets that drive a system.
This deeper understanding is central to design thinking, which emphasizes empathy and fully exploring problems before jumping to solutions. By using the Iceberg Model, you can approach design thinking more effectively.
For example, if a school notices that students are underperforming, the initial assumption might be a lack of study time or effort. We can use The Iceberg Model to reveal deeper issues, such as disengaging teaching methods or a focus on memorization over critical thinking. With this in mind, design thinking allows educators to develop solutions that go beyond quick fixes, like designing lessons to be more interactive, incorporating project-based learning, or creating supportive feedback systems to address the root causes.
Personally, this framework has changed the way I think about problem-solving in learning. Through my volunteer work with children, sometimes i’ll notice that some of them seemed disinterested in the concepts we were discussing or the activities we planned. At first, I assumed this was simply a lack of interest in being there at all. Over time, I realized the barriers were often much deeper, sometimes the material felt confusing, or the activities didn’t connect to their real experiences. By experimenting with small changes and involving the kids in shaping the activities, I saw their engagement and understanding improve. This showed me how important empathy and prototyping can be in creating more meaningful learning experiences.
Learning taxonomies are research-based frameworks that serve as guidelines or conceptual maps for instructors. There are many learning taxonomies, including Bloom’s Taxonomy and the SOLO Taxonomy. Both are valuable tools for designing learning outcomes.
Personally, I find the SOLO Taxonomy easier to understand and more applicable to specific teaching outcomes. It emphasizes the quality and depth of the students understanding, rather than just one overall understanding. It explores the distinction between surface learning and deep learning which helps clarify these concepts and show how students’ understanding develops.
There are 5 levels to the SOLO Taxonomy:
Prestructural: The student does not understand the concept yet.
Unistructural: The student can identify the concept, make a relevant point, but overall can’t connect it to a bigger idea.
Multistructural: The student understands the relevant information, but is not able to connect them together to form the big idea.
Relational: The student can integrate several aspects into one understanding, and explain how the ideas relate.
ExtendedAbstract: The student is able to go beyond the content to transfer the knowledge into different contexts and create original ideas.
When it comes to creating activities, learning outcomes, and assessments, it is important to keep these 5 levels in mind, as well as the surface level vs. deep learning.
Surface Learning Tasks
Deep Learning Tasks
– Listing the parts of a plant
– Explain how parts of the plant work together to support growth
– Identify the planets in the solar system
– Explain the features of the different planets, and why we have life on earth
– Write down definition of “ecosystem”
– Create a plan for how a community could restore a damaged ecosystem
Surface learning focuses on memorization and short-term performance, which may not ensure long-term retention or critical thinking. Deep learning encourages students to engage actively, think critically, and solve problems, enabling them to develop lasting understanding and transferable skills.
At university, I’ve taken classes focused mainly on facts and concepts, requiring memorization for success. In others, outcomes depend on how you engage with the material. Many psychology classes focus on specific concepts, making it challenging to incorporate deep learning. However, one professor I had encouraged deep learning by incorporating active engagement through discussions, activities, assignments with student-chosen topics, and open-ended exams. This required involvement with the content, resulting in deeper understanding and better retention compared to other classes I have had.
Inquiry and Project-Based Learning
Inquiry-based learning is a style that aims to use questions to encourage critical thinking and spark curiosity. Problem-based learning is a learning approach that is active, where students engage in collaboration and problem-solving to encourage critical thinking.
Inquiry-based learning and project-based learning are both beneficial to students’ learning, understanding, and skill-building. The context of the environment and course subjects is useful when determining which one to use.
Inquiry-Based Learning in the Science Classroom by Edutopia
In my learning journey, I’ve found both techniques very helpful, whether implemented in class or adopted independently for deeper self-study. In my future work with children, I plan to incorporate open-ended questions to foster critical thinking, creativity, confidence, self-expression, problem-solving, and communication. Though these methods can sometimes lead to students getting off-topic or require more time, the benefits far outweigh the drawbacks if implemented effectively.
Overall, a well thought out approach to lesson and course design with any of the techniques or taxonomies I have discussed in this blog post can benefit both the educators and students. For students, these practices can provide direction, motivation, and opportunities to develop transferable skills and a deeper understanding. I have definitely learned some valuable lessons that I will carry forward into my future.
I loved reading your first blog post. I thought your section about independent learning was super interesting, and I feel like it is something that doesn’t get discussed as much as other types of collaborative learning.
I also thought your section about learning was interesting. I like the way you connected the concept of people learning forever to your personal experience and provided us with examples of how that is true for you. I think you had lots of super great information in your post, but I wonder if you split it up a bit more, or formatted some parts into tables/lists, if it might be a bit easier to read it? Overall, I really enjoyed reading your post and hearing your perspectives on these concepts. Thank you for sharing!
I loved reading your first blog post, it was really interesting to read about you living in the South of France. I totally agree that there can be so many learning curves when you are travelling to a new place. I liked the way you used this as an example to demonstrate how important it is to keep trying to learn/achieve something, and even when there are setbacks, to keep trying. I also thought it was great that you acknowledged that education is important, but so are various life skills! I would’ve loved to see a bit more information in your blog, and to hear about how your experiences tie into some other aspects of the module.
Thank you for sharing your post and I am excited to be able to work together on our project!
I really enjoyed reading your blog post! I think it was very well done and super informative. I especially liked all of the pictures, diagrams, and videos you included, they made the post visually engaging and helped illustrate your points clearly.
The section on encoding, consolidation, and retrieval was particularly interesting. I was also intrigued by your point on cramming, and I am interested to learn more; I wonder if you could include a bit more information or an additional source so readers could explore it further.
I really appreciated the section at the end where you discussed how all the concepts work together. It tied everything together nicely and helped put the information into perspective. I also liked the example you used; it made it super easy to understand the concepts. Overall, your blog is organized well and easy to follow!
