P.O.P. Revisited
Recalling the P.O.P. (Predict, Overcome, Plan) diagram from the previous modules, we are reminded that much of the work for the UDL educator comes in finding ways to anticipate barriers in course content and methods from the learner’s point of view. For the Representation principle, our focus is the
CAST invites you to consider these questions when planning lessons.
connection between content and the materials and methods used to represent content. Using the UDL framework to minimize barriers also requires us to consider how to reduce cognitive overload and support comprehension through scaffolding and flexible timing.
Here are some examples of applying P.O.P. to the principle of Multiple Means of Representation.
Example 1
Predict a related potential barrier
Many students may experience eye fatigue, Zoom fatigue, and difficulty concentrating online.
Methods and/or materials to overcome the barrier
Methods
Teach students about options to use the text-to-voice and voice-to-text features in LMS and Microsoft 365 products, and options to view, listen to, and download transcripts of any live sessions missed. Provide time flexibility.
Materials
Provide students with a live (and recorded) demo on how to use these tools, as well as YouTube video demos and written explanations. Refer to these resources at various times throughout the course to remind students of these options.
A plan to implement that will overcome the barrier
Ensure all materials are accessible and can be used efficiently by these assistive software tools.
Example 2
Predict a related potential barrier
Cognitive load may be an issue. A lesson in your course is particularly dense and text heavy, with considerable academic language. Many students have found it to be time consuming and struggle with the key concepts.
Methods and/or materials to overcome the barrier
Methods
Ensure that students have time flexibility to explore, take breaks from, and return to course materials. Consider using the text as a reference that students explore (perhaps a scavenger hunt, or choice of question style) after some scaffolding. Offer opportunities for students to experiment with their understanding of the materials in discussions with each other and with you.
Materials
Break down the materials into smaller portions. Chunking information into bite-sized pieces supports working memory function. Create a multimodal overview/presentation that scaffolds the basics of the lesson and offers differing perspectives. Offer options to access the materials using text-to-speech or machine translation.
A plan to implement that will overcome the barrier
Clarify key concepts and skills in the lesson up-front.
You are invited to reflect on Module 3: Multiple Means of Representation. What comes to mind? Please take a moment to write or record a few personal notes on whatever stands out for you.