When I teach graduate courses, I always recommend that teachers front-load their time creating a solid “template,” my name for a sort of “model” that they can use over and over again as a “frame,” changing the content within. For example, after many errors, I finally made one functional Card Sort in Desmos; now that I have that first version down, I can use it again, changing the content, but maintaining the format:
Notice I am using the same script, copied from my first sort, and am replacing the “errors” that reference the Ratios Sort.
As I delete things, the program is autofilling with updated/accurate information:
I also updated the support link:
How am I providing scaffolding and anticipating barriers, always our mandate when implementing Universal Design for Learning? I imagine that many students get LCM and GCF mixed up (like I do!), so I included links to calculators from Calculator Soup to find Greatest Common Factor (GCF) and Least Common Multiple (LCM). Students don’t get access to the calculators on the first try, nor do they have to use the calculators if they get the Card Sort all right on the first try, but the links are there if they are not getting them all right and/or are “stuck.”
How else am I incorporating UDL? These activities will be available for use by my general education math teacher partner, so he can make them available to general education students as well. What’s necessary for some can be helpful for some and/or all…especially with topics like GCF and LCM!
How am I anticipating other barriers? In the Card Sort with improper fractions and mixed numbers, I linked to a dictionary that shows the process of converting between the equivalent forms, not just the definition. If students get stuck and access the feedback screen, they can then click on the external link and get support that way. Do they have to? No. Do they sit with no support if they do need help? No. This is UDL in action–the support resource is available but not required.