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Hoisington - Reflection 4
Hoisington - Reflection 4
The strategic networks are essential for ALL learning tasks, as this portion of our brain is
in control of our executive functions (or "Air Traffic Control," as Brain Story calls it) and other
coordinating movement into fluent skills and actions; and the prefrontal cortex, which is
Before moving through the content in this section, I was not aware of the great
importance that this network had. Not only that, but I had never taken the time to consider how
the primary and secondary motor cortex could be part of a learning network, but after digging
deeper and seeing the direct connection with the UDL principles, it makes sense. When planning
and executing lessons, it is necessary to account for the significant variability that is seen within
students regarding this network, specifically the executive functions; without executive functions
(the ability to plan, organize, regulate, set goals, etc.), or support for EF, students will struggle,
and they won’t feel like they can be successful. Moving forward, I recognize that I need to be
more cognizant of this network and purposefully address these things in my planning. I always
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Section 4: Action & Expression Hoisington
thought about physical access and organization, but it never intentionally aligned with a UDL
principle.
I have seen these supports in action, mostly in my PS2 classrooms, as my TAs provided
many options for physical access in many forms from low-tech (pencil grips, larger text, etc.) to
high-tech options (iPad, voice-to-text, audiobooks, etc.), which were available for all students.
Giving students the opportunity and choice to show what they know gives all students the ability
to select which might work best for them and provide the most success. Having these options
empowered students to choose and take charge of their learning and needs. I think this principle
of Action & Expression ties all of the principles together. You cannot have meaningful
engagement if you don't consider physical and cognitive access. You also can't provide multiple
means of representation if you do not consider your students' executive function skills and work
When I think about the principle of Action & Expression, it comes off as inherently tied
to an assessment. From previous courses, we know an assessment needs to be valid, fair, and
reliable. Ralabate’s five points about assessment align with this previous understanding but takes
it one step further to make an explicit connection with UDL. An assessment is meant for students
to demonstrate their learning on a particular topic at a specific time, which means it needs to be
designed to assess only the desired knowledge (not secondary skills). The assessment format
must be accessible- if you have a student with visual impairments, and do not consider that when
placing small boxes to check on your assessment, you are now assessing that student's ability to
see instead of their knowledge. Assessment must be flexible- if you have a written assignment
using pen and paper, but you have a student with dysgraphia who struggles with handwritten
work, you are suddenly assessing that students’ printing skills instead of their knowledge.
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Section 4: Action & Expression Hoisington
Ralabate talks about fairness, validity, and reliability, which ensure that students are given every
opportunity to perform to the best of their ability. I think that assessments are difficult enough
for students; it is the least we can do to remove as many barriers as possible. Most students have
assessment anxiety or attach their self-worth to grades, so it is important to remember that the
assessment has a farther reach than your grade book, and if you have a poorly designed
assessment, its consequences may be much more significant than a low mark.