- How will your interactive learning resource specifically ensure that the needs of all learners can be met?
- How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, if a pandemic arises, and many students must now work from home – how will you ensure that they can still learn successfully? What training will they need, and how will you deliver it, knowing they must remain at home?) This is a common discussion thread right now, as many schools and universities have made the switch to teaching online.
In our interactive learning resources, we teach from easy to hard. First, we review what they have learned before. Then, we teach the functions step by step, so that we will easily find out which students find problems in a certain step and explain them immediately. In addition, we will have quizzes and small projects to let students solve problems, these can increase their impression and understanding of functions.
If there is an unexpected event happens, we can ensure that students are successful in their studies by teaching the class on Zoom, with a split screen to show the PowerPoint to the students. Students can follow the PowerPoint to study. We will have a course outline to share our learning plan with students before the class starts, so they will know when we are going to learn something. Even if they miss some of the details, they will still be able to catch up on our progress according to this outline. If students are unable to attend our classes, or if they are having trouble keeping up with the pace during our classes, we can provide them with recorded videos for them to watch repeatedly.
Moreover, we will use resources on the Internet, such as an online graphing calculator to help students have an intuitive concept of graphing functions. We are going to use Desmos as a part of our learning. They also can use this website as a tool to verify whether their answer is correct or not. At the same time, we can provide some resource links to students so they to learn additional knowledge by themselves. We can provide students with e-books that contain all the knowledge points. But if some students feel that the book is too many words and don’t like to read it, we can attach some YouTube videos for students to learn the knowledge.
This is my groupmate’s link that you may want to learn more about inclusive learning design, and I also left a comment. https://lingjiang1.opened.ca/inclusive-design/
Hi, Haiyang
I agree with your opinion that we provide videos for students that don’t like read. I divided them into categories because they have different abilities; for example, learners like reading, listening, watching, and learning by themselves, with other learners. We need to meet everyone’s needs to make sure our teaching and their learning are successful.
Ling Jiang