Laura Selinger EDU620: Meeting Individual Student Needs with Technology Instructor Dr. Amy Gray Week 4 Discussion 1

Principal: Multiple Means of Representation Checkpoint 7.1: Optimize individual choice and autonomy

Example/Resource Industrial Revolution Tic Tac Toe Age Group: High School, but could be used for all grade levels Content Area: Social Studies, but could be adapted to other areas

Industrial Tic Tac Toe On a tic tac toe board a teacher created nine different projects using different ways for students to show what they have learned. Students have to pick three of the projects either going in a row, column, or diagonal. The projects are purposefully placed on the board by the teacher so when students pick, the three projects are different styles whether it be writing, creating a video, brochure, or song.

Key Considerations How does this help learners meet the goal? The tic tac toe board helps the learner show what they have learned in a variety of ways. It allows for students with different learning styles to be able to use their learning strength because of the variety of choices. How does this account for the variability of learners? Project choices on the board are a variety of ways to show what they have learned whether it be writing, brochures, movies, or songs. Are learners being given the right amount of choice? Learners are given nine different choices of how to show what they have learned.

Current Classroom This resource would be greatly effective in my current classroom. Students off all backgrounds with many learning styles would be able to show what they have learned on a specific topic. Not only is this example great for differentiation of instruction but also allows students to have choices and to pick something that interest them.

References National Center on Universal Design for Learning. (n.d.). UDL guidelines - version 2.0: Examples and resources. Retrieved from guidelines - version 2.0: Examples and resources