Voice and Choice: Learning Expression Choice Boards for Learning Reflection

Abstract

Learner variability can provide a barrier for educators to provide meaningful learning experiences. With consideration for universal design for learning, the learning expression choice board was tested in an undergraduate preservice teacher course (n=56) to provide opportunities for students to reflect on their learning in a way that was meaningful to them. Students in the course were asked at the end of the semester if they would try learning expression boards in their classroom, and 90% agreed/strongly agreed. An ANOVA test showed no significant difference (>.05) in the variables of GPA, class standing, high school dual enrollment participation, intended student teaching date, gender association or transfer student status. Given the appeal to all students, and the intention to try the universal design strategy, practitioners should continue to explore the learning expression choice board in their courses as a method to foster meaningful reflection.