Blog Post #3
Response to Yuyang’s Blog #3
Hi Yuyang, I really enjoyed your description of your own classroom experiences, especially the way the teacher jumps to the next point before you have time to process it. That feeling is familiar and resonates with me. Your statement that “designers are not users” also made me realize that sometimes, what teachers consider to be reasonable arrangements may not actually be accessible to students. It would have been even better if you included some specific examples from teaching scenarios, such as a time when a teacher offered different submission formats for an assignment. Overall, it was a very smooth read, and I can see that you have a deep understanding of inclusive design.
Response to Kariman Hamad’s Blog #3
I love your article because you go beyond theoretical explanations and apply UDL to your own real life learning experiences, making it incredibly tangible. I share your sentiments: while online asynchronous learning is certainly more flexible, sometimes the pace is too relaxed, leading to procrastination and ultimately fatigue. The feeling of being cared for that you mentioned is consistent with my thoughts, and I agree that sometimes a small adjustment from the teacher can make people feel cared for rather than ignored. If you could include a more concrete example, it would be even more tangible. Overall, reading this article made me realize the importance of feeling included and understood.
Response to Larissa Baloran’s Blog #3
I think your integration of UDL into microbiology is very natural, especially your mention of the differences between students in “experimental practice” and “theoretical understanding.” This is very true. I’ve encountered similar situations before: some students are quick with their hands but can’t grasp the concepts; others understand the theory perfectly but get stuck when it comes to practical application. Your use of concrete examples to describe these three UDL principles is excellent, making it immediately clear how they can be truly useful in the classroom, rather than being abstract and difficult to grasp. It would be even better if you could share some of your own experiences in experimental classes, such as stories about how, through inclusive teaching methods, you suddenly understood a difficult principle or piece of knowledge. Overall, the content is very substantial, and it made me realize that science courses actually need more inclusive design.