26.12.10
UDL & DI Course Reflection
Through out my course I have learned a lot about Universal Design for Learning (UDL) and Differentiated Instruction (DI) that can and has been applied to my classroom immediately. Though they are two different strategies and require different approaches towards classroom application, they both encourage diversity in student learning and consider all needs that students may have and can be tied directly together. By using various technological tools that many young students are familiar with, and by getting away from traditional pencil, paper and text book instruction, students are better able to reach their potential in the classroom.
UDL is simply different “strategies that can be employed to overcome the barriers inherent in most existing curricula” (National Center for on Universal Design for Learning, 2010). This is done by the teacher who carefully assesses each one of his or her students in order to engage the individual into the curriculum and specific lesson.
With DI, instruction allows the teachers to customize their lessons to their students specific individual needs and to teach “students of differing abilities in the same class” all of the same content (Strangman & Meyer, 2003, p.1). This takes the knowledge of the individual student and their learning and applies it to a customized lesson for that student. Tools such as online graphic organizers, interactive study tools, interactive concept maps, and various multi media tools for creating presentations are among many different options that students can have access to. These various strategies can potentially attract much more student attention and involvement.
Each year teachers are presented with a new challenge to teach the diverse needs of each one of their students. Since “no teacher has been handed a class that has been a match set”, teachers need to adjust their lessons to their various students in order to maximize success of the entire student body. (Laureate Education, 2009). Through a combination of the use of UDL and DI, teachers will be able to ensure that their students have the best opportunity to learn.
Immediate changes that have been made in my classroom have been using tools such as http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html. This site has a text-to-speech application that benefits one of my IEP students in a lower level class. I combine that with http://udl.spps.org/Social_Studies.html which has access to the text used in my class. These have allowed them to keep up with the rest of the class by simply modifying the reading for him. Through the use of http://prezi.com/, I had my students do a visual presentation of a virtual tour that they went on of a European country of their choice.
My next lesson upon returning from break, I will introduce my students to http://www.xtranormal.com/. This site allows them to create and edit movies. The lesson will consist of them getting in groups and reenacting the life of Americans from the end of WWI up through the Great Depression. I will have to spend some time in the computer lab with them to make sure that they are familiar with the website, but I believe that they will have fun and learn so much with it.
My biggest struggle that I have encountered using these various sites has been the time factor. I have had to spend valuable instruction time explaining and sometimes re-explaining how to use some of the interactive sites. At times it has been my fault because I did a bad job at explaining how to use the site. That is partially due to some of technology is also new to me and I am learning with them. Other times, it has been because some of my students are not accustomed to using the computer in their other classes, and a lot of this is a new concept to them.
UDL is simply different “strategies that can be employed to overcome the barriers inherent in most existing curricula” (National Center for on Universal Design for Learning, 2010). This is done by the teacher who carefully assesses each one of his or her students in order to engage the individual into the curriculum and specific lesson.
With DI, instruction allows the teachers to customize their lessons to their students specific individual needs and to teach “students of differing abilities in the same class” all of the same content (Strangman & Meyer, 2003, p.1). This takes the knowledge of the individual student and their learning and applies it to a customized lesson for that student. Tools such as online graphic organizers, interactive study tools, interactive concept maps, and various multi media tools for creating presentations are among many different options that students can have access to. These various strategies can potentially attract much more student attention and involvement.
Each year teachers are presented with a new challenge to teach the diverse needs of each one of their students. Since “no teacher has been handed a class that has been a match set”, teachers need to adjust their lessons to their various students in order to maximize success of the entire student body. (Laureate Education, 2009). Through a combination of the use of UDL and DI, teachers will be able to ensure that their students have the best opportunity to learn.
Immediate changes that have been made in my classroom have been using tools such as http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html. This site has a text-to-speech application that benefits one of my IEP students in a lower level class. I combine that with http://udl.spps.org/Social_Studies.html which has access to the text used in my class. These have allowed them to keep up with the rest of the class by simply modifying the reading for him. Through the use of http://prezi.com/, I had my students do a visual presentation of a virtual tour that they went on of a European country of their choice.
My next lesson upon returning from break, I will introduce my students to http://www.xtranormal.com/. This site allows them to create and edit movies. The lesson will consist of them getting in groups and reenacting the life of Americans from the end of WWI up through the Great Depression. I will have to spend some time in the computer lab with them to make sure that they are familiar with the website, but I believe that they will have fun and learn so much with it.
My biggest struggle that I have encountered using these various sites has been the time factor. I have had to spend valuable instruction time explaining and sometimes re-explaining how to use some of the interactive sites. At times it has been my fault because I did a bad job at explaining how to use the site. That is partially due to some of technology is also new to me and I am learning with them. Other times, it has been because some of my students are not accustomed to using the computer in their other classes, and a lot of this is a new concept to them.
30.10.10
GAME Plan Reflection
My game plan has been moving along up until recently when slowed down a little bit due to testing. I have been trying to get collaborate with the computer app's teacher in hopes of using the same programs in both of our classes. We have discussed programs that would be beneficial to the both of us and have talked about putting them into motions very soon. Because of quarterly assessments, I have had to prepare my students, test them, review it with them, and then give them another opportunity to retake the exam. Next week I will be able to get back and try to implement some new strategies for my students. Though I am still collaborating with the computer app's teacher, the application of the software for learning has been temporarily put on hold.
I have learned that anytime you try something new involving the teaching and learning process, that is has many steps and road blocks that are hard to account for. Sometimes things unexpectedly pop up and you have to roll with the punches. The team building with coworkers has been a great experience. Though collaborating with other teachers requires more initial effort and more use of my free time, it has made my job a little easier. My students are able to have faster recall of information and use of technology because they are using it other classes as well. I have underestimated the usefulness of teacher collaboration, but I now see how truly beneficial it is.
I am hoping to get my students in the computer lab in the next couple of weeks. This way they will be able to practice with some of the programs that the computer app's teacher has taught. Working together to sync our curriculum has been somewhat difficult, but once we are on the same page, it will make things easier in the long run. I have already decided that next year I am going to start the year off with collaborating with the other teachers. I think that it will benefit my students so much more and they will have the opportunity to do so right from the gates.
I have learned that anytime you try something new involving the teaching and learning process, that is has many steps and road blocks that are hard to account for. Sometimes things unexpectedly pop up and you have to roll with the punches. The team building with coworkers has been a great experience. Though collaborating with other teachers requires more initial effort and more use of my free time, it has made my job a little easier. My students are able to have faster recall of information and use of technology because they are using it other classes as well. I have underestimated the usefulness of teacher collaboration, but I now see how truly beneficial it is.
I am hoping to get my students in the computer lab in the next couple of weeks. This way they will be able to practice with some of the programs that the computer app's teacher has taught. Working together to sync our curriculum has been somewhat difficult, but once we are on the same page, it will make things easier in the long run. I have already decided that next year I am going to start the year off with collaborating with the other teachers. I think that it will benefit my students so much more and they will have the opportunity to do so right from the gates.
20.10.10
Using the GAME plan process
From the beginning of a new idea in teaching/creating a lesson, it can be a long process. Often times the process is meet with bumps along the road that can slow down your plans in creating a new lesson for your students. As I have been trying to come up with new and exciting ways to have them practice test taking, I have come across many road blocks. Even trying to get computer lab time can be difficult. Then when I can get my classes in, I have tried a couple of new learning methods but have come to find out that even though most of my students are heavily involved in this digital age, they have very little to no background in classroom programs. Most of my students are so unfamiliar with programs like Microsoft 2.0 that I have spent almost as much time trying to teach them as it would have to actually teach the lesson. Since there has been little reinforcement from other teachers, they often forget how to use it as they do not get enough practice with it.
Trying to use the technology my students have grown up with and become so accustomed to has been more of a challenge than I thought it would have been. Knowing that not all of the other teachers use computer technology for their lessons and that the computer app's classes are just starting to teach Microsoft basics, I have been put in a tough position with my classes.
An idea I recently came up with to help my students prepare better for their multiple choice state exams, was to have them use an online programs and create an exam themselves. If Ido this once every unit or every other unit, I can constantly reinforce the new programs so they don forget how to use it. This allows them to have dirrect imput into what they have learned and may help them stay more actively involved. Also, with in that plan lies the possibly of allowing them to chose a partner to create a test that other classmates would have to take on the computer program. This will allow for cross curricular teaching and help get them up to and maintain proficiency level standards outlined in the NETS-S.
Trying to use the technology my students have grown up with and become so accustomed to has been more of a challenge than I thought it would have been. Knowing that not all of the other teachers use computer technology for their lessons and that the computer app's classes are just starting to teach Microsoft basics, I have been put in a tough position with my classes.
An idea I recently came up with to help my students prepare better for their multiple choice state exams, was to have them use an online programs and create an exam themselves. If Ido this once every unit or every other unit, I can constantly reinforce the new programs so they don forget how to use it. This allows them to have dirrect imput into what they have learned and may help them stay more actively involved. Also, with in that plan lies the possibly of allowing them to chose a partner to create a test that other classmates would have to take on the computer program. This will allow for cross curricular teaching and help get them up to and maintain proficiency level standards outlined in the NETS-S.
13.10.10
Evaluating and Revising my GAME Plan
So far through this whole process I've learned that everytime I think I am making significant progress, another problem seems to pop up. Sometimes it is a minor issue, but other times it seems to make me reevaluate the whole process. A classmate recently introduced me quia.com which allows me to create multiple choice exams. Though I have not had a chance to research it, I am hoping that it can add as a supplement of my other exams and help better prepare my students for their state exams.
Creating a wider range of questions that will help me reproduce similar questions that they will see on their state exams. Being able to do their test online in a computer lab should provide them form the monotony of the pencil and paper test.
Creating a wider range of questions that will help me reproduce similar questions that they will see on their state exams. Being able to do their test online in a computer lab should provide them form the monotony of the pencil and paper test.
9.10.10
Evaluating My Game Plan
As I evaluate my GAME plan I am finding that simply typing out issues that I face help me come to terms with what I am dealing with. I have never been one to write (or type) thoughts. I would always simply just think about what I needed to do in my head, and go forth and do it.
One thing that I have done was talked to the Computer. App's teacher in my school and asked him about their curriculum. We discussed some ideas that could help us both out in the form of coming up with cross curricular ideas. One of which was using and becoming familiar with Microsoft web 2.0 tools. He did in form me that his classes are still going through the basics of the computers, as the 9th graders are a little behind, however, he did assure me that they would be getting into it soon. I reassured him that I will reinforce it through group projects and presentations that will require the usage of their new found knowledge.
I still am faced with the issue of having to give them multiple choice questions. We do not have the computer lab time or the time in the class to give them online multiple choice tests. Even if we did, I do not know of any program that aligns with the state curriculum that has such a program for my subject.
I am not sure how I will address this problem as of yet. It seems so simple, yet I can not come up with a solution that would get my students excited about taking a multiple choice exam that they will inevitably have to take.
One thing that I have done was talked to the Computer. App's teacher in my school and asked him about their curriculum. We discussed some ideas that could help us both out in the form of coming up with cross curricular ideas. One of which was using and becoming familiar with Microsoft web 2.0 tools. He did in form me that his classes are still going through the basics of the computers, as the 9th graders are a little behind, however, he did assure me that they would be getting into it soon. I reassured him that I will reinforce it through group projects and presentations that will require the usage of their new found knowledge.
I still am faced with the issue of having to give them multiple choice questions. We do not have the computer lab time or the time in the class to give them online multiple choice tests. Even if we did, I do not know of any program that aligns with the state curriculum that has such a program for my subject.
I am not sure how I will address this problem as of yet. It seems so simple, yet I can not come up with a solution that would get my students excited about taking a multiple choice exam that they will inevitably have to take.
29.9.10
Progress in my GAME Plan
I am finding some progress in carrying out my GAME plan. this is largely due to some of my coworkers that I share ideas with. We have worked together as a team to brainstorm ideas and come up wiht common assessments for our students. This assures that all of the students who are enrolled in the same course but have different teachers will go over the same information. This will better prepare them and us as teachers for their state exams. The only modification that I may need is to meet wiht them more often. It is hard though to find more time in our already hectic schedule. I have leaned that through constant communication, our students seem to be on line to be the most prepared that they can be for their upcoming exam.
One obstacle I have hit is finding ways of implementing technology into preparation for the state exams. Because the test in the recent past has always been forced choice assessments (in the form of multiple choice), it has been difficult to find ways to use technology that can prepare them better than actually giving them a paper and pencil multiple choice test. I always like to give them a live example of what type of exam they are going to see. I believe that there is no better way to practice.
However, now with the exams moving towards a combination of forced choice responses and open ended responses (short answers and essay), I can try to implement new ways of teaching the skills. I was contemplating starting a chat thread that my students could all part take in. I could give assignments or extra credit and have them create or add to discussions. One issue that I face is that not everyone has internet access. I have several students who do not have a computer or email address. SO now I am faced with this new issue of how to implement such an activity when not all of my students have an equal opportunity to access the information.
One obstacle I have hit is finding ways of implementing technology into preparation for the state exams. Because the test in the recent past has always been forced choice assessments (in the form of multiple choice), it has been difficult to find ways to use technology that can prepare them better than actually giving them a paper and pencil multiple choice test. I always like to give them a live example of what type of exam they are going to see. I believe that there is no better way to practice.
However, now with the exams moving towards a combination of forced choice responses and open ended responses (short answers and essay), I can try to implement new ways of teaching the skills. I was contemplating starting a chat thread that my students could all part take in. I could give assignments or extra credit and have them create or add to discussions. One issue that I face is that not everyone has internet access. I have several students who do not have a computer or email address. SO now I am faced with this new issue of how to implement such an activity when not all of my students have an equal opportunity to access the information.
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