I really connected with how you linked “kids do well if they can” to Universal Design for Learning and inclusive education. That mindset shift, from seeing a lack of effort to recognizing a lack of tools or supports, is such a powerful foundation for teaching. It reminds me that UDL isn’t just about accessibility, but about empathy and proactive design. By anticipating diverse needs, we create environments where students can thrive rather than struggle to fit in.
I also liked your point about balancing synchronous and asynchronous learning; it reflects how inclusion extends beyond physical or academic barriers to also consider time, space and comfort zones. Your post made me think about how this applies to us as educators too, how we need grace and structure to grow when we “can’t yet.” In many ways, UDL supports both learners and teachers in moving from potential to capability through thoughtful, flexible design.
I really enjoyed your thoughtful exploration of how UDL, Inclusive Learning Design and hybrid models intersect. I especially enjoyed your connection between the Tortoise and the Hare performance (also very relevant as it is exploding on TikTok right now) and the idea that students shouldn’t have to overcome barriers on their own. That metaphor perfectly captures the purpose of scaffolding and gradual release, supporting learners until they can confidently move forward independently.
Your reflection on synchronous and asynchronous learning also resonated with me. Like you, I’ve found that hybrid or flipped classrooms often provide the best of both worlds. When students can engage with content asynchronously and then use synchronous time for collaboration or discussion, it mirrors UDL principles by offering multiple pathways to engagement and expression.
I also loved your example of anonymous online discussions, it’s such a practical strategy to reduce anxiety and make every voice heard. It reminds me that inclusivity isn’t just about access, it’s also about psychological safety and belonging.
This post beautifully highlights how UDL and Inclusive Design go beyond accessibility to foster true belonging. I really appreciate how you connect theory to practice, especially your example of using animal groups based on Coast Salish teachings to celebrate student strengths. That approach powerfully demonstrates your point that diversity should be seen as a resource, not a challenge.
I also found your discussion of online learning particularly relevant. The idea that connection must be intentionally designed into virtual spaces really resonates with me. I’ve noticed that when educators use interactive elements, like collaborative documents or short video check-ins—students engage more deeply because they feel seen and valued.
Your reflection makes me think about how UDL applies not only to students but to teachers as learners too. Designing professional learning with multiple means of engagement could support educators’ own diverse needs and contexts.
As I continue developing my professional identity as an educator, I’ve realized that inclusion and connection are deeply intertwined. This week’s focus on Personal Learning Networks (PLNs) encouraged me to think about how my digital presence and professional community can actively support inclusive education. Balancing my personal and professional identities online also shapes how I approach inclusion, not just in the classroom, but in how I engage, learn and represent myself as part of a wider educational community.
Defining Inclusion in My Practice
Inclusion, to me, means more than having all students in the same room. It’s about creating a learning environment where every student feels valued, respected and supported to thrive (BC Ministry of Education, 2019). During my practicum, I witnessed how powerful inclusion can be when it works well, students with different abilities and needs contributing meaningfully to a shared classroom community. Yet, I also experienced the challenges: limited resources, time pressures and my own inexperience sometimes created barriers to fully meeting each learner where they were.
This aligns with Katz’s (2012) framework for Universal Design for Learning (UDL), which emphasizes designing lessons from the outset to meet diverse learner needs. True inclusion isn’t a fixed goal, it’s a continuous process of reflection, adaptation and humility. There is often a gap between the ideal of inclusion and the daily realities of teaching and that’s where I see my greatest responsibility to grow.
A Personal Learning Network (PLN) bridges my professional growth and classroom practice. Trust (2012) defines a PLN as “a system of interpersonal connections and resources that support both formal and informal learning.” My own network includes educators, advocates and researchers who share insights on inclusive pedagogy, trauma-informed practices and Universal Design for Learning (UDL). Engaging with these voices, through platforms like TikTok and Facebook, professional forums and webinars, has introduced me to strategies such as visual schedules, flexible seating and multimodal assessments that make inclusion more tangible in everyday teaching.
What I value most is how a PLN broadens my perspective. If I only surround myself with people who see teaching the same way I do, I’ll miss out on fresh ideas and meaningful challenges. By intentionally seeking out diverse voices, Indigenous educators, disability advocates and multilingual teachers, I not only expand my teaching toolkit but also confront my own blind spots. As emphasized in the video below, giving students a voice in their learning helps ensure they feel seen, respected and included. Hearing students’ perspectives directly can highlight gaps in access or understanding that I might not notice on my own.
Looking Ahead
As I continue developing my professional identity, I want my PLN to mirror the inclusive community I hope to foster in my classroom. This means asking whose perspectives are missing and intentionally seeking them out. Managing my personal and professional identities online will also require ongoing reflection, maintaining authenticity while upholding professional ethics and digital boundaries.
The artwork in my blog post symbolizes inclusion, equity and student voice. It reflects that all students deserve meaningful access, support and a voice in their learning, reinforcing my blog’s focus on creating an inclusive classroom.
References:
BC Ministry of Education. (2019). Inclusive education policy.
Universal Design for Learning (UDL) is a framework that helps educators design curriculum with learner variability in mind by offering multiple means of engagement, representation and expression (CAST, 2014). Rose, Meyer, and Gordon (2014) emphasize that learning differences are normal, not exceptions and that barriers exist in curriculum design, not in students. This idea has shifted how I approach teaching. During my practicum, I noticed lessons ran more smoothly when I gave students multiple entry points, through visuals, hands-on tasks or oral explanations. In an online context, this could look like providing transcripts with videos, using graphic organizers or offering choices in how students demonstrate their understanding. UDL reminds me that flexibility is an important form of equity.
This video highlights these ideas, which shows how intentional design can open up learning for all students.
Inclusive Learning Design
Inclusive Learning Design: This focuses on creating learning environments that prioritize equity, belonging and representation. It builds on UDL but goes further by focusing on equity, belonging and representation. It ensures that learners not only have access but also see themselves reflected in the curriculum and feel valued in the learning community. The BC Ministry of Education (2019) highlights the importance of representation in creating inclusive environments. I have tried to put this into practice by using picture books that reflect diverse cultural identities during early literacy lessons. In digital spaces, I imagine extending this by incorporating examples, images and case studies that highlight a range of voices and perspectives. For me, inclusion means that every learner feels both represented and respected.
Both synchronous and asynchronous formats play a valuable role in supporting diverse learners. Synchronous learning involves real-time interaction, such as Zoom classes or live discussions, which foster immediacy and community. Asynchronous learning, in contrast, allows learners to engage on their own schedule through tools like discussion boards, recordings or independent projects. This provides flexibility but requires careful design to maintain engagement (Hrastinski, 2008).
From my own experience, synchronous sessions have helped me feel connected to peers and instructors, while asynchronous options gave me the time I needed to reflect and process ideas. In my teaching, I plan to blend these approaches, for example, beginning with a live discussion and then extending it through reflective online activities. This balance allows students with different needs, schedules or processing speeds to participate fully.
Community of Inquiry & Effectively Online Education
The Community of Inquiry (CoI) framework outlines three key elements for effective online learning: teaching presence, social presence and cognitive presence (Garrison, Anderson, & Archer, 2000). Teaching presence comes from clear design and facilitation, social presence from building trust and interaction and cognitive presence from supporting reflection and sustained discourse.
I’ve experienced how powerful these elements can be. In courses with clear structure and instructions, I was able to focus on learning instead of logistics. When instructors provided timely feedback, I felt more connected, which increased motivation. In my practicum, I also noticed that when students engaged in dialogue with peers, their ideas became deeper and more collaborative, reflecting cognitive presence.
Closing Reflection
Module 3 reminded me that inclusion is not about adding extra supports but about designing from the beginning with variability, equity, and connection in mind. Moving forward, I want to bring UDL and inclusive design together with a thoughtful balance of synchronous and asynchronous learning, while using the CoI framework to strengthen presence and belonging. My goal is to create learning environments where all students feel capable, cared for and connected.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
I really appreciated how you connected UbD to your own experience learning programming. Your point about only truly understanding code structures once you saw their purpose resonates with me. I’ve had a similar realization in teaching math, when students only memorize steps for solving problems, they often forget them later. But when they see why those steps matter in solving real-world problems, their learning sticks. That’s exactly what UbD emphasizes: keeping the end goal visible so learning feels purposeful.
Your reflections on design thinking also stood out, especially your example of group coding work. The way you framed empathy, not just as being kind, but as intentionally designing collaboration to meet everyone’s needs, made me think about how I set up group projects in my own practicum. I sometimes default to dividing tasks evenly, but your example makes me wonder how much stronger outcomes would be if I considered student strengths, schedules or preferred working styles from the start.
I also liked your comparison of Bloom’s and SOLO. I usually lean on Bloom’s for writing objectives, but I hadn’t thought as much about how SOLO captures the quality of learning. Do you see yourself combining them, using Bloom’s for planning, then SOLO for reflection?
Your post really resonated with me, especially your reflections on UbD and Backwards Design. Like you, I’ve been told countless times to “start with the end in mind,” but it wasn’t until practicum that I saw how much clarity it actually brings for both teachers and students. I also had moments where my units would lose focus even though I thought I was clear, so I definitely can relate to that challenge. What helped me was keeping the learning goals visible in the classroom, almost like your biology teacher did. It made it easier for students to check their own progress and it kept me accountable too.
I loved your idea of using a design thinking project to build classroom community at the start of the year. That feels like such a powerful way to set the tone with empathy and collaboration. In my own experience, when I gave students voice in designing classroom agreements, they were much more invested in following them, it felt less like “my rules” and more like “our rules.” How would you manage this in a classroom where some students might struggle with open-ended tasks or need more structure?
Your thoughts on deep vs. surface learning also made me reflect on my own language learning. I still remember Spanish phrases from role-play activities because they felt meaningful and interactive, but vocabulary lists never stuck. That really connects to your fashion show idea, where language is learned in a fun, authentic context.
I really appreciate how you connected Bloom’s Taxonomy, Backwards Design, and UbD to your own learning experiences. Your example of the high school teacher who laid out learning goals reminds me of the power of transparency, students feel more in control when they know exactly what they’re working toward. I’ve noticed this too in practicum: when I share even a simple “I can” statement with younger students, it gives them a clear anchor for what success looks like. It also helps me stay focused as a teacher, since I can check whether my activities are actually building toward that goal.
I also connected with your story about the student who was struggling in math. I had a similar experience during a guided reading group where one student resisted every activity I tried until I finally asked what would help him. Just like in your story, opening that conversation shifted everything, he became more invested when he felt included in the process. Your post makes me wonder how I can bring that same level of voice into group projects, not just one-on-one interactions.
How do you see yourself balancing student-driven inquiry with curriculum requirements? And do you think involving students in co-creating learning goals could make projects even more meaningful?
On the personal side, my digital identity shows up mostly through Instagram and Facebook. These platforms act like a digital scrapbook, where I share moments from travel destinations, moments with my friends and family or pictures of my dog. For me, it’s a space for connection and expression, highlighting joy, creativity and relationships.
At the same time, I’ve realized that even casual posts have weight. As Danah Boyd reminds us in her discussion of networked publics, once something is online, it can circulate far beyond the intended audience. That idea has shifted the way I think about posting. Before hitting “share,” I now ask myself: Would I be comfortable if someone outside my circle saw this?
My professional presence feels much more curated and deliberate. LinkedIn and Facebook groups are where I highlight my education and connect with other educators, while my teaching e-portfolio is becoming a showcase of lessons, reflections and my philosophy as a teacher. Even small details, like my school district email signature automatically showing my role and affiliation, add to this professional identity. These pieces together form a more formal impression of who I am in an educational context.
This identity feels more like a portfolio than a scrapbook, organized, polished and future-focused. George Couros’s perspective that digital portfolios tell the story of both who we are and who we are becoming really resonates with me. Each time I add a reflection or lesson, I’m not just documenting work, I’m shaping how I want to be seen as an educator.
My email signature
Where the Two Meet
What’s interesting is how these identities overlap. Over my last practicum, I shared an Instagram story about a grade 2/3 thumbprint art activity where students explored how tiny, individual marks could grow into imaginative creations. I also posted about a collaborative mural project that brought the whole class together to design and paint a shared piece. Both posts felt personal, moments I was genuinely proud to celebrate, but they also worked as professional snapshots of my teaching style and values. That blending reminded me that my online presence isn’t divided into two separate categories, instead, it exists on a spectrum where personal pride and professional identity naturally intersect.
Thumbprint Art ActivityMural Art Project
Moving Forward
I now see my digital identity as an evolving project rather than a finished product. Balancing personal authenticity with professional responsibility isn’t always simple, but it’s part of shaping a meaningful presence online.
So, I find myself asking: do we really have two separate digital identities, or are we all just writing different chapters of the same ongoing story?
References
Boyd, Danah. 2010. “Social Network Sites as Networked Publics: Affordances, Dynamics, and Implications.” In Networked Self: Identity, Community, and Culture on Social Network Sites, edited by Zizi Papacharissi, 39–58. (Draft version). Accessed [date]. https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf
Hi my name is Anna McClintock. Welcome to my blog, I’m happy you’re here! (:
My mum and I at Run for the Cure
I recently graduated from the University of Victoria (UVic) with my Bachelor of Education in Elementary Curriculum. I am now back at UVic upgrading my teaching category from a 4 to a 5. I currently work as a Teacher Teaching on Call in School District 63 on WSANEC territory. I feel grateful every day to live, learn and teach on this beautiful land, it is my favourite place in the world.
Outside of teaching, I spend most of my time with my dog, Mika, a four-year-old goldendoodle. You’ll usually find us at the beach but on the off chance we’re not there we are likely off exploring or grabbing coffee (and a pup cup, of course).
I’m really looking forward to learning and connecting with new people!
