Annotated Bibliography

​

Kieran, L. & Anderson, C. (2019). Connecting Universal Design for Learning With Culturally Responsive Teaching. Educators and Urban Society. Vol 51(9), 1202-1216.  DOI: 10.1177/0013124518785012

 

This article provides information on two types of educational support which considers all types of learners; UDL (Universal design for learning) and CRT (culturally responsive teaching). 

UDL  considers the diversity of students similar to thinking of various ways of getting places.  An example of this is that some people can walk, some are in wheelchairs, babies may need strollers, yet we can all get to places with tools and support.  UDL considers the students' individual needs considering their culture as funds of knowledge.  It provides strategies that promote participation in ways that help the students feel safe and supported. UDL is described as "a blueprint for creating instructional goal, methods, materials and assessments that work for everyone" by The National Center on UDL. (2013)

CRT may be a similar practice of teaching where the students' culture and  socioeconomic status are considered in teaching practices and strategies.  CRT considers the student diversity as a strength. It "included high expectations for every learner." Piazza, Rao, Protacio (2015).  The teacher may use artifacts of student life to promote a safe and welcoming environment for all. 

There are many overlaps in the two practices.  Both encourage learning environments where all students feel safe and welcome.  They both require the teacher to really know their students beyond the classroom, and incorporate funds of knowledge to support all learners "regardless of race, culture, or language." (Hammond, 2015).  

There is risk with both supports when applied.  If the culture is not represented explicitly, it could result in a great difference in the delivery, perhaps offending the student and causing them to become withdrawn.  

What was most appealing about this article was that learning not about the teacher "talking down" to the student with authority.  It is about considering the students background, culture, needs and learning style in instruction so all students feel safe and welcome in the learning environment.

 

Lemos, M. S., & Veríssimo, L. (2014). The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School. Procedia - Social and Behavioral Sciences, 112, 930–938. doi: 10.1016/j.sbspro.2014.01.1251

 

This article investigates the intrinsic motivation (IM) and extrinsic motivation (EM) and compares which is most beneficial when effecting achievement with elementary student performance.  Lemos and Verissimo term intrinsic as good motivation and extrinsic as bad. IM is when the student applies themselves for the learning that occurs, while EM is when students perform for the grade or teacher approval.  Results show that IM and EM can both exist without interfering with each other. Yet eventually, IM provided a better learning attitude: “Whereas IM was steadily associated to better achievement, a negative relationship emerged between EM and student’s achievement by the end of elementary school” (p. 930)

 

The study was with 200 elementary students in 3rd - 6th grade in Portugal. The assessment for the study was based upon the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1981).  The analysis focused on values where students with high IM enjoyed hard work at school, and those with high EM preferred the teachers help.  Ultimately, the study concluded that younger students may rely upon EM as their independence develops and they are eager to please. Towards the end of elementary IM is hopeful to develop for students to be curious and independent in learning as EM may hold them for their own true potential.

 

(E. Otte, personal  communication, March 6, 2020)

 Earl is the lead manager and middle school educational facilitatory at Community Montessori Charter in Escondido, CA

What does intrinsic motivation look like to you as a classroom instructor?

A student who chooses their own work, stays engaged with their work i.e. they are in flow and produces work to the highest level of which they are capable

 What may drive intrinsic motivation for your students?  Please provide an example

Autonomy and choice. For example, we always do a creative writing unit and allow students the freedom to choose ANY topic. They love this annual project and inevitably all students write well beyond the 1000 word minimum. Editing, proofing and other writing workshops are seen as tools to help improve their story and there is little resistance to them. They enjoy talking about their stories and enjoy reading each other’s stories

 What may deter intrinsic motivation from your students?  Please provide an example.

Some days it can just be the time or context that things are done. For example, late afternoon can often be low energy and students are in need of more direct guidance and instruction. I feel strongly, especially with adolescents, that being aware of their natural rhythms and moods, helps understand why they are or are not intrinsically motivated on certain days.

 

Evans, M., & Boucher, A. R. (2015). Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning. Mind, Brain, and Education, 9(2), 87–91. doi: 10.1111/mbe.12073

This article considers how choice may promote intrinsic motivation in students.  It notices that some students may have few opportunities for choice, as the control is in the teacher’s hand. The teacher may feel threatened by loss of their control with choice options in the class.  The research also shows that low performing or low socioeconomic status may reduce the opportunity for choice (Duke, 2000; Flowerday & Schraw, 2000; Wehby, Symons, & Shores, 1995). Yet when students have fewer choices, the may practice less autonomy and motivation. 

 

The article discusses the self-determination theory of motivation (SDT; Ryan & Deci, 2000) considers the emphasis of autonomy in intrinsic motivation, and “choicefulness” regarding one’s activities and goals (Deci & Ryan 20000. It refers to choosing to promote intrinsic motivation as it removes the pressure of extrinsic pressures of rewards and goal.

The article also goes on to state that there is a fine line between too much and too little choice.  Too much may lead to chaos, and too little to frustration.  It is the teacher’s responsibility to find the right balance and to also have the tools to support the choice activities.  “Giving students access to meaningful choice by providing options that are culturally relevant, age-relevant, and personalized and contextualized to students’ lives will promote intrinsic motivation. (Rose & Meyer, 2002).  This also leads to a rich fund of knowledge regarding the students culture as a source of interest and connection.

Finally, the most important component to student success is to reach their heart and all them to feel safe and connected.  Choices for students must be made with careful consideration in order for it to be beneficial.  “In order for choice to be motivating, it should be relevant and meaningful, competence-enhancing, and provided in just the right amount.” (p 90)

 

Personal telephone Interview with Ann Boisvert-(3/17/20)

Traditional public-school elementary teacher 30 years’ experience, 2nd grade, Toler Elementary, San Diego CA

What UDL strategies do you practice in the classroom?

Thumbs up/down or in between. Tea party when we move around and share information with others, stand up or sit down with an answer/ stand while working. We use environmental seating for movement.  Rotate stools that move or rock.reg chair, or textured chairs.  The students have the choice.

 Regarding choice, when do you offer it?

The students have must do/may do options.  Must do is daily.  They must complete 3 or 4 tasks.  They can choose the order. May do; they can choose the book corner or computer time.  Social centers occur on Friday with art, Legos, or computer time. On Fridays, 3 programs of math or reading.  Sometimes they work with a partner during math or science or even a small group of 3 or 4 students.

What happens when there is too much choice?

For my kids, I notice that they choose a friend that they work too much with and they are not attentive to the task and they may need new partners.  Trouble lies with picking the right partner to work with.  If not on task, I choose another partner for them.  Sometimes good partners engage good conversation. If they spend too much time on one task, don’t get to the next.  I am trying to teach independence.

 What happens when there is too little?

They fall off task, and disruptive behavior evolves, and productivity goes down.

 What best leads to intrinsic motivation?

I have a little boy who is autistic. When there is not a reward they do want to finish.  They must complete a must do to get to may do.  A lot of it is developmental and maturity.  Intrinsic motivation often comes from students who are generally high performing.  The ones who enjoy writing stories on their own.  STEAM and collaborative learning lead to students who are happy to share.  Project based can work alone or with others, especially with Legos.  Talking about reuse and recycling and independently brought in things like pencil holders, etc.  I had to model engineering and make mistakes to go back and rebuild.  It is not copying. It’s learning from each other's modeling on the teacher's part.

 

 

 

Tobin, T. J, (2014) Increase Online Student Retention with Universal Design for Learning. The Quarterly Review of Distance Education, 15(3), 13–24.

 

There are many well thought out online courses, yet the delivery may not be as beneficial as a face to face, interactive class. There may be a lack of accessibility of “quality interactions and feedback.” P. 13.  More and more students are becoming online learners and shifting their time, screens and places to study. Their access to online resources may be overwhelmingly accessible.

 

“UDL (Universal Design for Learning) is an effective response to the challenge of creating and maintaining an enhanced connection with our students.” P 14.  UDL provides all students, including those with disabilities, opportunities to learn equally by offering learning strategies that work for all. UDL considers the student population ahead of instruction, considering the diverse backgrounds, age range, what they already may know, and how they are alike and different, before instruction.  This allows the instruction to prepare a learning environment that reaches all students.

 

The following are UDL strategies for online learning. The planning for online learning suggests that the instruction edit their lecture so that it is clear and to the point.  Scripting the lesson may keep the instructor on task. Creating alternate instructions may also be considered such as providing video instruction. This enables the student to access when it is most convenient.  When videotaping, consider the lighting, background and sound to assure clarity. Invite the students to choose their venue of submission such as writing it, video or interview, when possible. However, if the assignment commands a specific delivery, hold the students accountable to utilize it.  For understanding for all learners, it may be useful to create visual step by step instructions for assignments. Another useful strategy considering all learners is to include captions with video to allow reading and hearing. 

 

M. Disbrow, 4/7/2020, Personal Interview

 

Michelle Disbrow is a lower elementary Montessori charter teacher and colleague who is  an online master’s degree program. I interviewed her to determine why she chose to learn online, rather than with person to person classroom style. Michelle chose online because of the flexibility.  She enjoys the ability to take time to read responses of her cohort and respond objectively and respectfully.  She enjoys the ability to preview her words before posting. She also enjoys the flexibility of timeliness, with going to read or post online when she can’t sleep.  A strategy that she practices for good study habits is to check the portal 5 days each week (generally Thursday- Sunday). This enables her to keep up with readings and timely responses.  A challenge with online learning is response time from peers or the instructor. The delay may derail her momentum. Her experience with online learning has enabled her to embrace our current (Coronavirus distance learning) method with experience with Zoom meetings and speaking in front of the camera.  She was already aware of nuances such as good lighting, background view, looking presentable and professional if appropriate, even little details such as choosing a cup that may be in view.

 

J, Gravel, 4/8/2020 Personal Interview

 Dr. Jenna Gravel is the director of research and curriculum for Professional Learning at CAST in Wakefield, MA.  She supports educators by applying UDL (Universal Design for Learning) strategies to their teaching. Her background includes experience as a former middle school special education teacher.

 Today, her focus is to apply UDL strategies for remote learning.  She designs and develops digital tools to make learning more equitable and inclusive for all learners.

 A big takeaway from our conversation was that “Goals are everything.”  She referred to educators to prepare well for their remote lessons and to have clear goals so that all students may benefit.  UDL doesn’t have to involve fancy online programs to be successful. Fostering relationships helps build a community of learners.