As you view Mr. Sowell’s Science class in the video below, notice the various teaching methodologies that he incorporates in the lesson.
In the short three-minute video clip, Mr. Sowell uses multiple ways of representing the concept of force from a Universal Design for Learning (UDL) perspective. He utilizes verbal, visual and demonstrative ways of explaining the topic. He demonstrated force by pushing on the wall, having the students pull on the stapler, by pushing and pulling on the students’ chair, and by blowing on the walkie talkie. He also used recall and repetition revisiting the previous day’s lesson, and repeated the two overriding concepts of force and movement multiple times, including at the very end of the lesson. He made sure to respond positively even when answers were not complete or exactly what he was looking for. In addition, he wrote the concepts on the board after pulling the ideas out of the students instead of simply giving them the answer.
While Mr. Sowell utilized large group discussion, he could have improved in the area of Multiple Means of Action and Expression. For example, students could have been more actively involved in the demonstrations and/or had the students write the statements about force on the board. Two small groups could have each been assigned a concept and been given the responsibility of teaching the concept to the rest of the class.
The multiple methodologies that he used, in addition to including activities that are more active and engage all learners would likely reach all students (including students with disabilities).
In the short three-minute video clip, Mr. Sowell uses multiple ways of representing the concept of force from a Universal Design for Learning (UDL) perspective. He utilizes verbal, visual and demonstrative ways of explaining the topic. He demonstrated force by pushing on the wall, having the students pull on the stapler, by pushing and pulling on the students’ chair, and by blowing on the walkie talkie. He also used recall and repetition revisiting the previous day’s lesson, and repeated the two overriding concepts of force and movement multiple times, including at the very end of the lesson. He made sure to respond positively even when answers were not complete or exactly what he was looking for. In addition, he wrote the concepts on the board after pulling the ideas out of the students instead of simply giving them the answer.
While Mr. Sowell utilized large group discussion, he could have improved in the area of Multiple Means of Action and Expression. For example, students could have been more actively involved in the demonstrations and/or had the students write the statements about force on the board. Two small groups could have each been assigned a concept and been given the responsibility of teaching the concept to the rest of the class.
The multiple methodologies that he used, in addition to including activities that are more active and engage all learners would likely reach all students (including students with disabilities).
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