Welcome back, explorers, to our BCcampus UDL Explorer Challenge Series! Our next challenge in this series comes from the principle of representation and involves maximizing transfer and generalization of knowledge.
Why Is This Important for UDL?
Students need to remember what they learn, but more importantly they need to be able to apply the information to new contexts. So in addition to sharing knowledge with students, we need to build in support for the retention and transfer of that knowledge.
Our Challenge for You
To complete this challenge, identify one concept students struggle with in your class and design resources to increase memory and transfer to new learning contexts.
You will find instructions, examples, and helpful resources for how to submit below. We are excited to see what you come with! Happy exploring!
Examples
Here are some examples of activities that maximize transfer and generalization.
“Something I like to do in my class is show students how to use graphic organizers, which are powerful visual tools that help them organize their ideas. We also use graphic organizers to clarify complex concepts, brainstorm ideas, and help with problem-solving.”
-Heidi
“In my ethics class, we explore a lot of new concepts. On the first day of class, I introduce students to the Cornell note-taking method. ”
-Venecia
Explore
- UDL Principle: Learn more about the UDL principle on maximizing transfer and generalization.
- Read: “Brain-based Techniques for Retention of Information”
- This article for students may be useful for teachers to design activities.
A couple of techniques I’ve used to help students retain information are:
1) crossword puzzles with each chapter to help students learn/remember new terms (physics course)
2) fillable worksheet for chemistry unit with lots of separate formulas and symbols
3) problem solving template for students to use with each problem to remind themselves of what is needed to show full solution
4) chapter summary worksheets to help students consolidate information on new language (organic chemistry)
Thanks for sharing! Crossword puzzles are a great way to help students remember new terms. It is much more interesting than simply providing a word list!
With each week’s content, I introduce a key word or phrase that captures the lesson or concept they most need to take away from that week. Week after week, we recap and review that key word or phrase until it becomes a part of their routine when it comes to business communication. I also always ask them to connect how the concepts they are learning apply to other contexts and situations outside of business. I want them to know how to apply these communication strategies in all aspects of their life. By the end of the semester, they have a nice arsenal of communication tools in their toolbelt.
Thanks for sharing. This idea of creating a communication toolbelt is great! The scaffolding of the information is powerful when it comes to retention.
At the end of each lesson I try to link the concepts that we have gone over to the lab that they will complete. For each lab I use an assignment template that specifically points out the concepts that it covers from lectures.
Thanks for sharing! The idea of an assignment template that summarizes all key learnings is a great resource for students. We know that it can sometimes be difficult for learners to identify the main concepts we want them to focus on, so this is really helpful.
We have a decision support tool called “Safe Care Nursing Framework” developed by one of the faculty. It consists of a Concept Map, Priority Setting Tool, and Care Plan. As part of clinical practice, students are encouraged to gather and analyze the assessment data focusing on the connections between the data using a concept map. Based on the connections they identify, students are encouraged to analyze, set priorities in care, and apply to practice. This decision tool helps students draw a ‘bigger picture’, understand each client’s health related transitions, and prioritize care based on clinical rationale.
Thanks for sharing. A concept map is such a great way to help students make connections especially when it comes to something complex like the big picture of clinical care.