Title: Other resources and bibliography on the expression
Course: UDL & online special education > Section: 2. Propose multiple means of action and expression

Insights on the topics covered in the lesson for those interested in expanding knowledge on the subject and recommended bibliography.

UDL, the Flipped Classroom and experiential learning

Source: Jackie Gerstein, UDL and The Flipped Classroom: The Full Picture

As I stated in my introduction, I proposed an experiential learning model of the flipped classroom in response to all the attention being paid to the flipped classroom. I think is a great opportunity to change the predominant didactic model of education which is particularly prevalent in upper elementary education up to specialization school. This model has experiential learning at the center of the learning process with content videos supporting learning rather than being the core or primary instructional piece.

In a nutshell, experiential learning is learning from experience. Experiential learning can be a educational method that is very effective. It engages the student on a more personal level by addressing the individual's needs and wants.. For experiential learning to be truly effective, it should employ the entire learning wheel, from setting goals, to experimenting and observing, to reviewing and finally to action planning. This comprehensive process allows you to learn new skills, new attitudes or even completely new ways of thinking. ( http://en.wikipedia.org/wiki/Experiential_learning)

The UDL is a strategy, a process that offers opportunities to all students, not only to those with special needs (but I believe all students have special needs), to become successful students. This is the same goal for the flipped classroom model conceived as an experiential learning cycle.

UDL and The Flipped Classroom: the complete picture

The following is how an experiential learning model of the flipped classroom, which includes elements of the flipped classroom, fits the principles of the UDL. Explanations are provided on how UDL principles are addressed naturally and seamlessly in this model.

Experiential Engagement

The main UDL principle addressed during this phase is Provide more means for engagement. The objective of this phase, in line with the principles of experiential learning, is to engage or motivate the student by involving him on a personal level.

By introducing students to the topic and lesson content through sensory learning activities that are highly engaging, hands-on, and authentic, the following key guidelines of this principle are addressed:

- Provide activities that allow for active participation, exploration and experimentation
- Design activities so that the learning outcomes are authentic, communicate to a real audience and reflect a clear purpose to the participants
- Invites personal responses, evaluations and self-reflections on content and activities
- Include activities that promote the use of the imagination to solve new and relevant problems or make sense of complex ideas in ways creative
- Create cooperative learning groups with clear goals, roles and responsibilities: many of these activities require cooperative learning. ( http://www.udlcenter.org/aboutudl/udlguidelines/principle3 )

Conceptual development: the what

The main principle of UDL addressed in this phase is Provide multiple means of representation. This is the phase in which the videos, as proposed by the flipped classroom, are used to assist students in learning the theoretical concepts related to the content covered. As noted previously, however, videos are used to support, introduce, and reinforce the theoretical content instead of being its core. Videos should not be the only source of concept formation. To support learning, a multimedia learning environment it must provide multiple and flexible presentation methods. Ways to address this principle include the presentation of material in a variety of formats ( http:// www.cited.org/index.aspx?page_id=147). Also interactive websites and ebooks, simulations and content-rich websites can serve this purpose. The student should be offered a menu of resources to study and learn about the topic.

The following guidelines of Providing Multiple Means of Representation are addressed if learning is addressed like this:

- Present key concepts in a form of symbolic representation (e.g. an expository text or mathematical equation) with an alternative form (e.g. a illustration, dance/movement, diagram, table, model, video, cartoon, storyboard, photography, animation, physical or virtual manipulative)
- Provide visual diagrams, graphs, music or sound annotations to support auditory content and information.
- Provide descriptions (text or spoken) for any images, graphics, videos or animations
- Provide interactive models that guide exploration and new understandings
- Provide multiple entry points to a lecture and optional paths through content (for example, exploring big ideas through drama, art and literature, film, and media)

Meaning Making: The So What

The primary UDL principle addressed during this phase is Providing multiple means of action and expression. The students, during this phase, build their own meanings and understanding of the experiences, contents and topics covered in the previous phases. They do it through blogs, vodcasts, podcasts , Voicethread, Edmodo, wiki, and other web 2.0 tools that allow for reflection and self-expression. A digital environment supports student learning when it provides multiple methods and flexible for student action, expression, and learning ( http://www.cited .org/index.aspx?page_id=147 ). As with the presentation of content, students should be offered several options.

The following guidelines related to Providing multiple means of action and expression are addressed when students give meaning to the content:

- Use social media and interactive web tools (e.g. discussion forums, chats, web design, annotation tools, storyboards, speech bubbles, animated presentations)
- Composing in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video
- Using web applications (e.g. wikis, animations, presentations)
- Use story networks, structure tools, or concept mapping tools

The guidelines of Provide more means for engagement are also addressed:

- Provide students as much discretion and autonomy as possible by providing choices
- Vary the activities and sources of information so that they can be personalized and contextualized to students' lives
- Design the activitiesso that the learning outcomes are authentic, communicate to a real audience, and reflect a clear purpose to the participants
- Invite to personal responses, ratings and self-reflections on content and activities
- Provide feedback substantive and informative rather than comparative or competitive

 multiple means of representation are also strengthened during the meaning-making phase, as is asked the students...

- Embed explicit opportunities for review and practice

Demonstration and Application: The Now What

During this phase, students demonstrate what they learned during the previous phases and how this learning will transfer to other areas of their life. The main UDL principle addressed during this phase is Provide multiple means of action and expression

- Composing in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture, or video

The guidelines of Provide more means for engagement are also addressed:

- Provide students as much discretion and autonomy as possible by providing choices
- Enable students to participate in the design of classroom activities and academic assignments
- Vary the activitiesand information sources so that they can be personalized and contextualized to students' lives
- Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a clear purpose to participants
- Provide activities that allow for active participation, exploration and experimentation
- Include activities that promote the use of the imagination to solve new and relevant problems or make sense of complex ideas in creative ways
- Varying degrees of freedom for acceptable performance

The multiple means of representation are also strengthened during this phase of demonstration and application as learners.  . .

- Provide explicit and supported opportunities to generalize learning to new situations
- Provide opportunity over time to revisit key ideas and connections between ideas

UDL photographic images from http://www.udlcenter.org/aboutudl/whatisudl

Disabling study programs, by Adriana De Luca

Source: "Introduzione", Universal Design for Learning Guidelines (Version 2.2 - 2018), edited by Adriana de Luca

Study programs can be "disabling" for the following reasons:

1. WHO do they teach. Very often they are not conceived, designed or validated to be used with the different types of students who populate our classrooms. "Marginatii" students - those who are very gifted and talented, those with special needs or disabilities, those who are foreign language learners, etc. - often suffer heavily from study programs designed for an imaginary "average", as they do not take into account the different needs of students.
2. WHAT can they teach. They are frequently designed to convey or evaluate the acquisition of information or content, without considering the development of learning strategies, skills that students need to understand, evaluate, synthesize and transform information into usable knowledge. Traditional curricula remain largely built around printed texts, which are great for providing narrative and expository content, but are not ideal for information that requires an understanding of dynamic processes and relationships, calculations, or procedures.
3. HOW they teach. They usually have very limited educational choices. Not only are they unable to differentiate instruction for different students, or even for the same student who may have different levels of understanding, but they are disabling due to their inability to use many of the key elements of evidence-based pedagogy, such as the ability to identify key features or main ideas, the ability to develop the necessary knowledge base, to relate current competencies to previous competencies, the ability to actively manage competencies and effective strategies, the ability to monitor progress dynamically and offer graduated supports, among other elements. Most current curricula are generally much better suited to imparting information than teaching.

Intelligenze multiple; occuparsi della diversità, di Milagros Rubio Pulido

Our intelligence is holistic, it integrates the functioning of several interconnected neural networks. However, Howard Gardner and his Theory of multiple intelligences reveal the existence of eight possible ways of being intelligent. It is about understanding intelligence beyond the purely academic meaning to which it is linked in the educational field, accepting that we can be multifaceted when it comes to expressing our skills, talents, attitudes, abilities...

This vision of intelligence fits perfectly into an inclusive school model that wants and must respond to the diversity of all students, a diversity which is the identity sign of each educational centre. Gardner's theory allows for the personalized education that we so desire in a 21st century school and which, on the other hand, is an urgent need. We show you how to make it possible.

1. All for one and one for all

We know that Gardner Theory has received several criticisms against it, such as the 'genetic origin of intelligences, the equal value attributed to all, the excessively generic definition and without sufficient empirical basis, etc. Despite this, this professor received the Prince of Asturias Award in 2011. Why? Because his theory is useful to understand that there are different ways to demonstrate that we have talent (through language, mathematics, music, drawing, body expression, spatial orientation, social relationships... or by combining multiple talents) and that each person preferentially displays some abilities over others. If Gardner had been talking about " privileged abilities " and not "multiple intelligences", his theory would not have had the same impact; even the author himself admitted that calling them "intelligence" was a marketing strategy.

Our intelligence is therefore made up of all these capacities; and above all they can be improved, trained, cultivated... Their development potential is largely mediated by the experiences that emerge in each context. Among these experiences we are interested in those that we offer in educational contexts. So that? Learning as teachers to enrich our practices, to respond to the plurality of students in our classes, to advance a little more in personalized education, taking into account the student's brain and not just the teacher's .

All students have talent, but the nature of this talent differs among them. Consequently, the education system must have the necessary mechanisms to recognize and promote it. Namely: the school must ensure that each student develops her potential .

2. Multiply by eight

Eight are the intelligences that make up the most media-oriented prototype of Gardner's Theory, since in the evolution of his studies there have also been others , such as existential intelligence.

We will focus on the ways we must be capable, knowing that these capabilities can be interrelated. All this will depend on previous experiences, interests, reinforcements received, models we imitate and also on the lifestyle we have. The following table conceptualizes each of the multiple intelligences (IIMM) and some learning facilitators to develop them.

Linguistic-verbal intelligence: ability to manage oral language and written, to express oneself through words and interpret them.
Facilitators: creative writing, poetry, comic language, oral presentations, telling and listening to stories, puns, descriptions, debates , reading comprehension, articles, etc.
Logical-mathematical intelligence: ability to solve logical problems and reason before them, to deal with calculations and numbers.
Facilitators: calculation operations, code decryption, formulas, mathematical puzzles, logic games, number sequences, syllogisms, statistical analyses, categorizations, abstract relations, etc.
Naturalist intelligence: ability to understand and relate to the natural environment, to be sensitive to it.
Facilitators: Plant and animal care, species classification, conservation practices, environmental reactions, fieldwork, archetypal models, nature outings, science projects, experiments, etc.
Visuo-spatial intelligence: ability to observe and understand the world by creating mental images from visual experience.
Facilitators: associating images with ideas, drawing, making a collage or template, graphic organizers, sculpting, painting, reading maps, working with photography and video, geometry, spatial orientation, etc.< /td>
Musical intelligence: ability to interpret music and express oneself through it, its elements (rhythm, melody, harmony…)
Facilitators: ambient sounds and instrumentals, musical composition, musical performances, rhythmic patterns, percussion, musical styles, vocal tones, singsongs, playing musical instruments, etc.
Bodily-kinaesthetic intelligence: ability to manage body expression, communication through movement and gestures, including physical-motor skills.
Facilitators: body language, body sculpting, mime, dramatizations, gymnastic routines, creative dance, sports practice, physical exercise, manipulative activities, etc.
Intrapersonal intelligence: ability to know ourselves and to act according to our possibilities and limits.
Facilitators: learning diary, scale of values, metacognition techniques, self-assessment skills, concentration and awareness, individual projects, silent reflection methods, relaxation activities, etc.
Interpersonal intelligence: ability to relate and empathize with others, to act assertively.
Facilitators: social skills, cooperative learning, dialogic encounters learning communities, group projects, peer mentoring, twinning, peer assessment, support groups and/or volunteering, etc.

3. Multiple intelligences in the classroom

Just as we shouldn't determine a student's intelligence based on his knowledge in instrumental areas, we shouldn't fall into the mistake that each person excels in only one kind of intelligence or talent. It is about having a global vision of all these skills to provide more complete and plural learning experiences. School is the best context for doing this, and it can and must do it. But how?

1. Knowing the predominance in our students of their IIMM, from an initial evaluation where we can use procedures less or more standardized: direct observation and anecdotal recording, creation of a talent portfolio of each student or a multiple intelligence profile, application of tests and questionnaires, etc. Examples: test H. Gardner, test psychoactive, test < a href="http://ceca.uaeh.edu.mx/multimedia/inteligencias/#" target="_blank">Mint, self-assessment questionnaire of multiple intelligences (CAIM), test for secondary education, test of knowledge of the Web, questionnaire of Escuela con cerebro, record Marisol Justo de la Rosa, inventory by Javier Bahón , profile for the early childhood education of Orientación Andújar, etc.
2. Adapt instructional strategies to the group of students based on their potential talents, teaching purpose, educational context, moment,… bearing in mind that it is necessary to combine theory and practice, but above all that it is necessary to empower students, i.e., make it easier for them to have an active role in their learning. Therefore, we will make sure that our students understand what they are learning. On active methodologies, we have the article "Do you cook or get rich? Active methodologies at the service of those who learn".
3. Plan activities, assignments or projects that combine staging of the different IIMMs, favoring an interdisciplinary curriculum. We provide the following information to assist in instructional design:
Eight ways to learn, eight ways to teach, by Colectivo Cinética:

LEARNING LANDSCAPES: the meeting point between IIMM and Bloom's Taxonomy
TASK /
AREA /
PROJECT
REMEMBER (memorize, define, describe) |  |  |  |  |  |  |  |
UNDERSTAND (classify, compare, summarize) |  |  |  |  |  |  |  |
TO APPLY
(use, demonstrate, transfer, simulate)
ANALYZE (organize, simplify, outline) |  |  |  |  |  |  |  |
EVALUATE
(examine, test, decide, criticize, judge)
CREATE (design, conceive, plan, produce, build) |  |  |  |  |  |  |  |

  - Eight ways to learn, eight ways to teach, by Colectivo Cinética:
  - Performance models, by Miaceduca with examples of activity for each intelligence.
  - Creapptividad IIMM palette, a graphic organizer for programming from the eight intelligences.
  - Template for applying IIMM in the classroom, by Nuria de Salvador.
  - 186 activities to develop the IIMM, by Ortiz de Maschwitz.
  - Examples of PBL products (Project-Based Learning) for l 'IIMM, by Coral Elizondo.
  - Learning landscape matrix: a tool of programming in the form of a double entry table that combines the IIMM and the cognitive processes of Bloom's Taxonomy. Intelligence guides the type of activity and the verbs the cognitive strategies necessary to carry it out (example 1, example 2). In this Catholic schools link we have extensive information on how to get the most out of learning landscapes and the Community of Madrid published in October 2018 the document "Landscapes of learning " with multiple examples for all phases. By clicking on the following image, we can download the template to modify it and thus design our matrix.
4. Reshape educational spaces, if necessary, to make them more open and flexible. It is about giving new uses to the spaces we have, both in macro and micro design (learning corners or areas, workshops, scenarios, centers of interest, etc.). The Ministry of Education of Spain has a Spanish version of the publication" Guidelines for the study and adaptation of learning spaces in educational centers" (2018) with suggestions for the management and organization of such spaces.
5. Consciously evaluate, not only student learning, but also the teaching model we offer. In the evaluation process we have to look for different evaluation agents, different moments, different contexts and different procedures and tools.
6. Use a variety of resources, including ICT resources, suitably combining the materials and tools that we have at our disposal to educate. In the next section we show you some examples.

4. Resources and references

We insist that every student should NOT be pigeonholed into one type of intelligence; the same goes for resources. Due to its versatility, most of the resources can be used for the development of various IIMMs. The following classification is only a starting point for designing your own classification (clicking on the "IIMM Resources" image takes you to a editable tab). More important than having all these resources is knowing how to reuse what we have, make them profitable and make the most of them. Let's start with the top resources:

- The IIMM cards and the IIMM dice, from Creapptividad (download in pdf)
- The IIMM toolbox, by David Lazear.
- The smart flower or smart roulette, the templates of the Proyecto CREA that will allow you to design your own IIMM graphic organizer. For example: resources, activities, facilitators, ICT, etc.

RESOURCES FOR MULTIPLE INTELLIGENCES
 | Books, tape recorders, newspapers, puns, audio books, manuals, newspapers, oral and popular tradition texts, podcasts, word processors, social networks, presentation software, comics, infographics, etc. |  | Calculators, math games, math manipulation equipment (logic blocks, geometric shapes, rulers, abacuses,...), secret messages, measuring tools, spreadsheets, applications like Geogebra, etc.
 | Scientific games and experiments, laboratory equipment, measuring instruments, recycled material, encyclopaedias, virtual simulators, telescopes, microscopes, etc. |  | Puzzles or riddles, construction toys, models, inlay materials, origami, drawing tools, cameras and video cameras, collages, posters, comics, infographics, etc.
 | Musical instruments, music software, music games, karaoke, sheet music, audition, sound editor, podcast, song, barre, percussion resource, etc. |  | Materials to manipulate, own resources of the different sports, virtual reality software, hoops, fences, Swedish benches, stilts, sound instruments, sandbags and other psychomotor material.
 | Group games, social networks, videoconferences, cooperative learning structures, web tools for collaborative work, group dynamics, cinema-forums, etc. |  | Diaries, talent portfolio, family tree, personal blogs, self-assessment quizzes, templates for thinking routines and skills, avatar, self-portrait, autobiography, etc.

In relation to how we can classify ICT for each of the IIMMs, the following infographic Totemguard is well known.

If you want to learn more about the IIMM and on the teaching experiences based on Gardner's Theory, we propose a list of links that you can consult: "To know more about the IIMM". We find many references to IIMM on the Internet, among which the Spanish Ministry of Education has a teacher training module (pdf form, online form).

5. Educate for life

Personalization of learning is not an end, but a means for schools to promote an education for life, an education that helps every student be competent today, not just in the future. To achieve this purpose, we must start building people on solid foundations; and those foundations are their strengths, their skills, their skills, their talents, their favorite skills…, or as we said in this article “their multiple intelligences” . School should be the most suitable place to promote the eight intelligences, the place that offers a wide range of experiences for teaching and learning, the place where students can make sense of their existence.

We conclude by inviting reflection with a quote erroneously attributed to Albert Einstein:

"Everyone is a genius. But if you judge a fish by its ability to climb trees, it will live its whole life thinking it is useless".

Source: https://enmarchaconlastic.educarex.es/224-nuevo-emt/atencion-a-la-diversidad/3002-lectura-facil-un-modelo-de-diseno-para-tdos

Bibliography

Johnson D.W., Johnson R.T., Holubec E. (2015). Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento. Trento: Erickson.