1. Affective Networks and ELLs
Learning goal: We can combine pictures and text to talk about a city.

2. Context and Synthesis: The many emotions of Computers class.
I taught Computers as an option for my students, and many struggled with basic technology skills that we take for granted, such as typing, finding and saving pictures, and creating PowerPoints. Computers class helped students to sustain effort and persistence, as they are aware of how important computer skills are in relation to their autonomy in the future.
After several classes learning how to use Google, practicing typing, and the basics of PowerPoint, students were tasked with creating a PowerPoint about a city of their choice. This instantly increased interest, as students were given time and space to pursue their own choices in class.

3. Supporting Variability
The main variability support in this lesson was the freedom to choose a city for their PowerPoint.
There was a wide variety of cities chosen, but most chose their current city, or the city where they lived the longest.
The student were excited to begin their PowerPoints.

4. Supporting Variability
Students used Google to find images of the city.
One requirement of the project was that each slide of the PowerPoint had to use photos and texts. Some students approached the project by describing the pictures they chose, while others included personal experiences.

5. UDL Guidelines: Self-regulation
One student in particular comes to mind in regards to self-regulation for this project.
This student has set the personal L2 goal to phase out the use of a translator, especially for sight words.
This student chose to create a PowerPoint about Aleppo.

6. UDL Guidelines: Self-regulation continued
The student had to work through two levels of self-regulation: academic and emotional.
Academically, the student struggled to find translations for culturally-rooted words, such as names of specific foods.
This led to frustration and anger. However, one-on-one coaching with the student helped identify where the frustration was coming from, and how to overcome these translation issues.

7. UDL Guidelines: Self-regulation continued
Emotionally, the student experienced many visceral responses throughout the project.
At first, the student was overjoyed to see pictures of the city she loved so much. However, a quick Google search for “Aleppo” clearly exemplifies the devastation experienced in the city.
The student quickly found herself overwhelmed by emotion. Viewing the before and after pictures from Aleppo is difficult for anyone, let alone somehow who has such a personal connection to the city.

8. UDL Guidelines: Self-regulation continued
One critical element of teaching ELLs (or any students!) is respecting their personal experiences.
Seeing student process and experience trauma is one of the hardest parts of my job, but often lead to the most “real life” teachable moments.
This student is exceptionally mature and composed, and with coaching and support, was able to transfer some of her emotions into story-telling. I sat beside her as we scrolled through pictures, and she told me all about Aleppo before and during the war.

9. Helping Other Learners
While all of the students in my class are ELLs, the idea of integrating personal experiences and personal choice into projects can benefit many students.
Having freedom to pursue passions and interests in classes with structure increases engagement and the willingness to persist towards an end goal in the classroom.

10. Resources and Tools
Incorporating computers into my classes has increased engagement and allowed a lot of my students to learn at their own pace.
Two websites have been incredibly helpful for my students: A website where students listen to English and type what they hear (Dave discovered this website!) and Where students practice their typing and typing speed.
Both websites are very simple to navigate, but the students choose to access these tools even during free time!

11. Readings
The two websites in the previous slide incorporate the “game” element discussed in this week’s Universal Design for Learning, Theory and Practice reading. Both websites move away from students being “right” or “wrong” and challenge the students to increase their skill levels with each practice session.
I was particularly intrigued by the reading that had research from the University of Alberta. My classroom fluctuates emotions on a daily basis. I have never taught in a classroom that is so receptive to the emotions of EVERYONE in the room. When one student is struggling emotionally, the entire class responds to support and comfort the student in quiet ways. The article helped confirm my instinct that my students focus on multiple emotions in the classroom, not just one controlling emotion. For example, students do not just focus on my emotions (as I am typically the central focus while teaching a lesson), but on the emotions of their peers in relation to my emotions. When It Comes To Emotions, Eastern and Western Cultures See Things Very Differently. Science Daily, 7 March Retrieved from