Upon completion of this module, you will be able to:
- Evaluate the impact of barriers to access and inclusion on the ways diverse students demonstrate their learning.
- Explore multiple methods and tools for diverse learners to demonstrate what they value, know, and can do.
- Distinguish between relevant and irrelevant constructs in learner-focused action and expression.
- Evaluate assessment design, construction, and composition using UDL and antiracism and anti-oppressive practice frameworks.
- Reflect on how inclusive design in curricula and learning spaces can offer a breadth of options for action and expression.
In this module, we explore the diverse ways learners can express what they value, know, and can do. In addition, we’ll focus on how offering choice and options for learners to demonstrate their learning also helps them plan, make decisions and mistakes, and strategize, all of which inform their own learning expertise. When we broaden learning spaces to welcome different ways of knowing and doing, we invite the learners to act and express in ways that honour their lived experiences and learning goals.
As in previous modules, we welcome you to continue to reflect on your UDL practice through our reflection prompts and any other ideas that come to mind as you explore the module’s content and activities.
Feel free to write, draw, or audio record your thoughts on this prompt. Think of two times when you had to express what you value, know, and/or can do: one when you felt confident and comfortable, and another when you felt stressed and uncomfortable. How did each instance impact your mind and body? What was the impact of the context of each situation on your ability to perform? What other differences do you notice between the two situations?