Following up on last week’s focus on Principle I, this week’s readings addressed Principle II: Multiple Means of Action and Expression. Like the first principle, Principle II has three separate guidelines: 4) Provide options for physical action; 5) Provide options for expression and communication; and 6) Provide options for executive functions. Whereas Principle I coincides with recognition networks, or the “what” of learning, Principle II matches up with our brain’s strategic networks and the “how” of learning. (CAST)
Though Guidelines 4 and 6 make important points about optimizing physical access and helping students make choices that support their long-term goals, Guideline 5 seemed to receive the most emphasis, and it is the one that resonates most strongly for me within the context of writing classes. Providing students with options for communicating is broken down in different components: composing in multiple media, using social media and interactive web tools, and using multiple tools for composition (CAST). I think about these suggestions often while trying to implement a multimodal pedagogy.
In her book, Pippa Stein argues that “multimodal pedagogies acknowledge learners as agentive, resourceful and creative meaning-makers” (122). In this regard, multimodal pedagogies stand in opposition to the “standard” teacher conception that Bain discusses—the idea that “teaching is something that instructors do to students, usually by delivering truths about the discipline” (48). By promoting the use of different modes to create texts, multimodal pedagogies encourage students to take learning into their own hands. In writing classrooms, this could mean having students choose their own inquiries, delving into multiple media to do research, and encouraging the use of multiple modes—essays, videos, photographs, websites, blogs, music—to find the best mode of expression for a particular student (and context).
David Rose and Anne Meyer, while also working within UDL’s major principles, frame strategic networks slightly differently. They claim that in order to support diverse strategic networks, we must provide students with 1) flexible models of skills performance; 2) opportunities to practice with supports; 3) ongoing, relevant feedback; and 4) flexible opportunities for demonstrating skill. I found these ideas really useful for thinking about how I teach, too.
First, it’s important when assigning multimodal projects (or any project, really) that students have a variety of models to gain knowledge about what their options are and how different media affect their arguments. If students are used to writing traditional term papers, assigning a multimedia essay would be overwhelming without strong models. Second, if we expect them to learn to communicate with new media, students need to know that they can experiment without failing. Many comp courses (and others, I’m sure) require a reflection accompanying any major projects so that students have the opportunity to explain their learning. Third, students need feedback at multiple stages of the composing process. Particularly with peer review, I like to try out different forms of feedback—sometimes students handwrite feedback; sometimes they type out comments through Word’s track changes/comment functions; sometimes they provide oral feedback and the writer jots down what the reviewer is saying; sometimes I join the peer review etc. Finally, it’s important for students to have multiple opportunities to showcase their work! If they spend six weeks working on an exciting, audience-based, multimodal project, and I’m the only one that sees it, I’m not creating the natural and critical environment that Bain promotes. Final presentations (in whatever mode students choose) are a must in my classrooms, and these are often preceded by informal research updates, online class discussions, or blog posts.
This is an example of a comp student’s multimodal presentation that I found on YouTube. How does this video use multiple media to create an argument that is different that a written, text-bound argument? What do students gain from this mode of expression?
Bain, Ken. What the Best College Teachers Do. Cambridge, MA: Harvard UP, 2004. Print.
CAST. “UDL Guidelines – Version 2.0: Principle II. Provide Multiple Means of Action and Expression.” National Center on Universal Design for Learning. CAST. 2011.Web.
Rose, David H., and Anne Meyer. “Chapter 6: Using UDL to Support Every Student’s Learning.” Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. 2002. Web.
Stein, Pippa. Multimodal Pedagogies in Diverse Classrooms: Representation, Rights, and Resources. New York, NY: Routledge, 2008. Print.