P.O.P. Revisited
Remember the P.O.P. diagram (Predict, Overcome, Plan) from the previous modules?
Let's use it to explore the ways in which limiting avenues for action and expression may present barriers to learners and their ability to act and express what they value, know, and can do.
When we plan for action and expression using UDL, the goal is to anticipate barriers in any action/expression activities from the outset. This includes, but is not limited to, formative and summative assessments.
Example 1 – P.O.P. Applied to Multiple Means of Action and Expression in an Online Classroom
Predict a related potential barrier
Some learners may not have the manual dexterity or processing speed required to participate in synchronous polling activities.
Methods and/or materials to overcome the barrier
Materials
Provide polling prompts ahead of time.
Methods
Allow students to submit polling answers before class.
A plan to implement that will overcome the barrier
Include polling and possible questions in slides ahead of time. Students can share their answers ahead of time with you to add to polls/chats or synchronously.
Example 2 – P.O.P. Applied to Multiple Means of Action and Expression in a Counselling Session
Predict a related potential barrier
Students may not feel comfortable talking during a counselling session due to lack of privacy in their online learning place.
Methods and/or materials to overcome the barrier
Ahead of a counselling session, send students an email that asks for their preferred form of expression. They could audio record their key questions ahead of time or use the chat function during the session.
A plan to implement that will overcome the barrier
Provide different options for students to engage with their counsellors.
Think of how you currently require students to express themselves in your classroom, counselling sessions, workshops, etc. Engage in the P.O.P. activity.
Predict: …
Overcome: …
Plan: …