In inclusive learning design, universal design is essential as it can better benefit learners. As the core principle of universal design goes, “What is essential for some is always good for all.” These inclusive designs not only help individual or partial learners, but sometimes also provide convenience for the remaining learners.
How to meet the needs of learners
In my interactive learning resources, the purpose is to enable learners to understand the distributive properties in algebra and to utilize them to solve real-world problems. In order to make it easier for learners to understand, the first step is to explain the distributive properties in algebra and provide examples. Through practical examples, it is easier for learners to understand than just giving a speech. At the same time, practice after explanation is necessary to enhance learners’ understanding and impression of knowledge in memory. Secondly, in order to enable learners to solve problems using the distributive properties in algebra, some simple real-world problems are also necessary. But before that, practical examples are also needed to help them understand. In the example, real-world problems are transformed into simple formulas through steps, allowing learners to use this approach to solve problems.
Through these methods, I will try my best to help learners understand distributed properties in Algeria and the problem-solving approach. Meanwhile, these issues will also be presented in the form of group assignments. In group work, learners can quickly receive feedback and make corrections accordingly.
Handling of unexpected situations
In case of unexpected situations, such as the need for online teaching for certain reasons, I believe that simple webpage links and collection tables are a choice. By using web links in the form of text and images, learners can be informed of the content in a concise manner. At the same time, some online learning may choose different teaching websites or software for video conferencing, but this often brings confusion to learners and prevents them from learning in a timely manner. So simple webpage links can save a lot of trouble. The reading function of web pages also facilitates learners to understand the content.
Collecting tables is also for the same purpose. Setting questions on different websites can easily confuse learners, and sometimes educators may not be able to understand the system, which can lead to errors.
Good point. Practices are always easier to understand than theories especially for math. Everyone has different degree of understanding theories. It will lead to a situation which some students can not understand them at all. We can not make sure we are always the ones who understand those theories. When it happens to us, inclusion can help us out.
I can definitely see what you mean in regards to the importance of organizing learning materials from the perspective of accessibility and universal design for learning principles. Can you expand on what you mean by organizing information into tables? And what technology do you think is best suited for that task?