It’s been a little over a year since the advent of Chat GPT technology, and the initial reactions have been mixed. Some educators worry that such tools could undermine our students’ ability to learn. Some countries have gone so far as to ban the use of Chat GPT and other AI tools.
I believe that this mindset is counterproductive. History has shown us it is better to lean into new technology so we can better understand it. Technology will always have positive and negative uses, but as teachers, we need to focus on the positive. As an early adopter, I am always leaning into technology and thinking about how it can be applied to the school context.
Over the summer, I had to undergo ACL surgery on my left knee. I thought to myself, “Hey, I’ll need to be in the hospital for three weeks, so I should have some goals other than catching up on my Netflix.” I decided I would take a prompt engineering course and catch up on my paperwork. Well, I started with the prompt engineering course and soon realized I could use what I was learning to support my workflow and get my administrative paperwork done. This would allow me to spend more time on areas of my job that I love. Over the next couple of blogs, I am going to talk about the projects I have been playing with that will help make me and my teachers more efficient.
Unleashing the Potential of UDL Bots
If you’ve held a leadership role, chances are you’ve come across educators who find it demanding to cater to the needs of every learner in their classroom. Many educators encounter difficulties in crafting personalized lessons and assembling the necessary resources – a process that consumes a significant amount of time. That’s why my excitement soared when I discovered an AI bot capable of aiding teachers at my school in this endeavor. Now, let’s delve into Universal Design for Learning (UDL), a transformative concept in inclusive education. Imagine the UDL bot as an AI tool resembling a versatile Swiss Army knife for lesson planning. Simply input a query like, “I’m currently teaching a PYP Unit of Inquiry focused on friendship. Can you provide assistance?”
I am teaching a PYP Unit of inquiry on friendship. Can you help me?
Bot: Of course! I’d be happy to help you design your PYP Unit of Inquiry on friendship. Friendship is a wonderful topic to explore with your students. Before we begin, can you please provide me with some more information about the grade level of your students, the specific learning goals you have in mind, and any design challenges you are facing? Additionally, if you can share any information about your students’ language profiles, strengths, interests, and cultural background, it would be helpful for me to tailor the solutions to their needs.
Me: My students come from diverse cultural backgrounds and have different language profiles. How can I make the unit inclusive?
Bot:
That’s wonderful that your students come from diverse cultural backgrounds and have different language profiles. In order to make your unit on friendship inclusive, we can apply the principles of Universal Design for Learning (UDL). UDL is a framework that helps us remove barriers to learning and create a more inclusive and accessible learning environment. By considering the diverse needs of your students, we can ensure that all learners can fully engage and achieve the learning objectives.
One barrier that may arise in your unit is language proficiency. Some students may struggle with understanding and expressing themselves in a language that is not their first language. To address this barrier, we can apply UDL Checkpoint 4.1 (Vary the methods for response and navigation). This checkpoint suggests providing multiple ways for students to demonstrate their understanding and participate in activities. For example, you could offer options such as verbal responses, written responses, or visual representations. This allows students to choose the mode of communication that best suits their language proficiency and comfort level.
Another barrier that may arise is cultural relevance. Students from diverse cultural backgrounds may have different perspectives and experiences related to friendship. To address this barrier, we can apply UDL Checkpoint 7.1 (Optimize individual choice and autonomy). This checkpoint suggests providing options and opportunities for students to explore friendship concepts from their own cultural perspectives. For example, you could include literature, stories, or videos that showcase friendships from different cultures……
The bot will then guide you through the application of the UDL process and furnish you with innovative ideas to effectively support your students.
Take the Next Step in Transforming Education: Try the UDL Bot Today!
