Category: Peer Responses

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.

Great post!

(It will not let me embed it but this is the link to the post I am responding to):

https://smvotova.opened.ca/to-be-synchronous-or-asynchronous-blog-post-3/

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.

Yuyang,

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?

Abi,

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.

Brynn, this is such a great post!

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?

I really enjoyed reading your post! Your hamster story is such a vivid example of how curiosity and personal interest can completely transform a student’s engagement and learning. It reminded me of my own experience, my teacher noticed that I loved space especially mercury and it’s retrograde, and she used that interest to make lessons more engaging across different subjects. I love how you connected your story to constructivism, showing that prior knowledge and familiarity with a topic can make learning more meaningful and memorable. It really highlights the power of teachers noticing and building on students’ interests.

Your reflection on growth mindset also resonated with me. Shifting frustration into appreciation for challenge is such an important perspective and modeling that for students helps them develop resilience and confidence. I also appreciated your connection to the ARCS model, particularly how relevance and satisfaction strengthen motivation. Your example of applying prior hospitality skills to classroom management was a great reminder that past experiences can shape how we approach new learning.

How do you usually discover or encourage students’ personal interests so that you can connect lessons to their curiosity, like your teacher did with you?

It’s inspiring to read about how your journey in biology led you to teaching and how deeply your experiences in the Cowichan Valley shaped your perspective. I really resonate with your point about lifelong learning and how our prior knowledge both helps and challenges us as adult learners. I’ve noticed the same in my own teaching and learning. Drawing on past experiences can make new concepts more accessible, but it also takes conscious effort to reshape old assumptions when approaching something differently.

I also love how you integrate constructivist principles and relevance into your lessons, like using the nature park and plant knowledge cards. That hands-on approach not only engages students but clearly connects learning to real life, which seems so aligned with the way you describe motivation and the ARCS model. I’ve found that when students can see the “why” behind what they’re learning, they invest more effort and curiosity.

Your use of design thinking is another element I find interesting. The way you empathize with students, prototype solutions and reflect on what works mirrors how I try to approach lessons. I’m curious, have you found any particular strategies for balancing student autonomy with the need to scaffold learning, especially when exploring open-ended projects like the ecosystem work?

I really enjoyed reading your post and learning about your journey! I can relate to how visual learning and talking things through with others helps solidify understanding. I often grasp concepts faster when I can discuss and see them in action too. Your story about navigating the bus and train system in France stood out to me. I love how you combined trial and error with asking for guidance from friends to learn effectively, it’s such a practical example of experiential learning.

I also appreciated your reflection on “street smarts” versus “book smarts” and how your perspective on learning has grown. I wonder, now that you’ve navigated learning in a completely different country, do you find that you approach challenges or learning new systems differently back here in Canada? Also, do you think your visual learning style has helped you adapt more quickly in new environments?