Video and Reading Week 5 Reflection

During the videos and reading for week five, I found that the information I was getting matched my own thought process. In the CTE classrooms, we see teachers more and more, as coaches and as role models, information is readily available we need to provide the student a knowledge on judging reliability and accountability as they collect data.

With the Gateway to Engineering class I believe in treating the kids they way is was described in the video, Big Thinkers: Sasha Barab on New-Media Engagement, "treating kids when they come in as people who are ignorant in their job, and education is to get them smart enough to demonstrate some sort of high score on a test, our goal is to position them as really empowered kids who get to feel: what is it like to try on the role of a scientist, and to see themselves as people who could possible have that future." This makes sense to me, if we want kids to do something, then let the do it.  As small children they begin learning by pretending, why not continue that style of learning.  After graduating student will have on the job training, why not in school where we can help them excel in a safe learning environment?

In the same video is was stated that we need to look and see that "It's not all those kids that's the problem; it's the way that we're thinking about school. It's the way that we're using textbooks. It's the resources that we're giving kids." And then, ultimately, it's the kinds of things that we're allowing kids to do." Reading is not doing, not creating.  We want are students to succeed and we have the technology, we just need to get it in the students hands, provide guidance and watch in amazement.

• Citation: Youtube.com (nd). Vision for 21st Century Learning. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
• Citation: Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4
• Citation: Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-video

Reflection on UDL eBook week 5 EDLD 5364

Creating a second eBook was exciting.  I have gained some knowledge of how and why the process works, and will need to learn even more as I will be presenting a workshop on this tool for the staff at Bayside Intermediate on January 4, 2014. By creating the books I am allowing my students better access to understanding of the materials I teach, providing the chance to use the learning style that best suits each student.  By keeping my approach flexible the curriculum designed for my classroom allows all learners full and equal opportunity to learn. By using the UDL guidelines I 
optimize the levels of challenge and support to meet the needs of all my students from the start of the school year.

• Citation: Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/
• Citation: Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved from http://bookbuilder.cast.org
  
  

Week 5 eBook:
http://bookbuilder.cast.org/view.php?op=view&book=81619&page=1

Week 5 UDL Lesson Plan Link:

https://drive.google.com/#folders/0B51ZFHfe9F_5NzBkNlBKZm5OU2c

Week 4 Video Conference reflection

The conference on Saturday, September 21, 2013 was informative on how to complete the course 5364, and what to include in the last lessons for the completion of the class. Many questions from the groups were answered and information shared.  With the access to the microphone for the participants the class was able to better communicate.  A 3 page eBook and UDL lesson with the collaboration of another teacher is on my agenda for this week.

Week 4 Video and Reading Reflection

Equal opportunity on assessments was this weeks topic.  Having student demonstrate their understanding of materials taught through a standardize testing format may not be the best way to evaluate their understanding of the materials taught. Having projects with rubrics that allow the student to show their abilities in using the materials instead of regurgitating it from memory is good for all students. This allows for less test anxiety and stress giving those student who experience these problems a chance to demonstrate their true understanding by having a product they can show and explain.  If a test using a standardized method must be used then allow for other learning styles, as in an audio clip that ask the questions to go along with the written test question.  This allows for students with a different learning style to be able to level the field on the testing information.  Putting students at the center of the learning process is the key to transforming the educational system, according to world renowned mathematician and educator, Seymour Papert. The students need to know that they are going to use the information they are getting from the educator.

There is no one way that will do for all students, we need to incorporate different types of learning styles into our testing so all students can show their true abilities, one of the ways this can be done be project based learning.

• Citation: Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved from http://www.edutopia.org/linda-darling-hammond-sel-video

Week 3 Video Conference Reflection

This week’s video was insightful in the case that some of the directions in the class could be better constructed.  Many of the students, as I did, created individual eBooks, when collaboration was what was wanted.  The classwork is being worked on as we take the class, so some confusion will happen.  The week was busy, with a lot to accomplish with the group projects, the readings and videos.  We were informed to meet again on Sunday at 6:00 to go over next week’s weeks assignments, and to not be afraid to call the Professor with questions or concerns.  Email will work also, but sometimes an answer is better explained verbally. 

Creating a UDL Lesson

This week, I created my technology- enhanced lesson plan using the Cast UDL Lesson Builder site utilizing the Universal Design for Learning framework.

The lessons UDL use a variety of methods to address the different portions of a learner's brain. The Recognition Network Tasks deals with gathering facts and categorizing information, answering the "what" of learning,  The Strategic Network Tasks deals with planning, performing tasks and expressing ideas, answering the "how" of learning, and the Affective Network Tasks which control learner engagement, motivation and interest,  answering the "why" of learning. The lesson model also incorporates both summative and formative assessments to demonstrate the efficacy of the lesson. To learn more, refer to What is Universal Design for Learning?

My lesson is entitled "The Design Process” is for 8^th grade Introduction to Engineering. This lesson introduces the class to the Design process also called, the scientific method,  giving them the chance to apply that knowledge to a project to demonstrate understanding.   You can view my entire lesson on the groups Google Docs site.
The experience of building the lesson was something that my district requires for the classes. The lesson is based on National standards for 8^th grade Language Arts, Reading and Technology. I found the approach to be backward for me, as this class at Lamar is geared to teach teachers how to embed technology in their lessons.

The goal of my lesson was to teach students, using tasks for all three brain networks, to work cooperatively and to learn how the Design Process is used for engineering/science projects. I believe I designed a lesson that will hold the students interest, and really make them think about the effects design process has on the projects they will be asked to create in the future.

I learned a lot about developing curriculum that uses technology to differentiate instruction and address multiple learning styles and students with diverse needs. The UDL lesson building tools really make you think about each step of the process, and ways to improve your lesson to reach all students and reinforce instruction through tasks that address the way our brains learn. I will be able to use this in the future as I work with teachers to build lessons for all of their students.

• Citation: Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Creating eBook

Terry Conaway, Tech Ed, ENC

Creating an eBook permitted me to explain a lesson in Process Design that would Ensure that all the students learning styles were covered, I included text, graphics, student response areas,  video and audio to the eBook on the Design Process.  By building different media approached directly into the assignment the students are engaged and this allows for the teacher to support each child's needs.  Since students use different approaches to learning  all students will benefit from this approach not just students with learning difficulties.  I plan to have  my students create a project using eBook writing  this year, creating a book for elementary readers over Engineering Careers. To see the book I created  follow the link below.

http://bookbuilder.cast.org/view.php?op=view&book=81286&page=1

• Citation: Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Week 3 Video and Reading Reflection

This week we covered UDL lessons and creating educational opportunities for all student by providing technology for support.  The CAST site was invaluable in resources to assist with lesson planning as it is an   educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. Here for the teacher or planner is a set of principles for curriculum development that allows  all individuals equal opportunities to learn. Using the three networks; Recognition Networks, the "what" of learning, the Strategic Networks, the "how" of learning and the Affective Networks, the "why" of learning, plans can be made that use flexible approaches that can be customized and adjusted for individual needs. Included in the process of building are ways to help students to engage in the learning through videos, graphics, sounds and interactive learning.

• Citation: Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Week 2 Video Conference Reflections

Information was shared by class participant about products and devices like the Docs to Go app for vision impaired population with Dropbox, as you speak and the product will type what you say.  Dragon dictation is another product that was working for other district with some success, but has difficulty with diction.  Speech Journal form Mobile Education Store, though it does not display text. The Group planning page was explained and I have it on our group Google docs page. Looking forward to getting started on Week 3 assignment, we have a lot to accomplish.

Week 2 Learning Reflection

This wee the lessons were to get us thinking of each student as an individual and how to actively engage and educate them.  The students may have a handicap, learning disability or be GT, but each will learn differently and require lessons that work with them.  Technology allows teachers to do this by taking advantage of different instructional methods at one time. According to Pitler (2007) It all starts with the planning of the lesson, the first question a teachers needs to ask is: What knowledge and skills do I want my students to have at the end of this lesson or unit?  This will allow the teacher to set the direction of learning for the student. It is recommended by Pitler (2007) to set learning objectives that are specific but flexible, allow students flexibility in personalizing the learning objectives or goals, communicate the learning objectives or goals to students and parents and contract with student to attain specific learning objectives or goals.  For today's students technology is a given in their everyday life so to use it in class is a must in my opinion. When planning and following the guidelines set forth technology will have to be a part of the lessons. It will allow the teacher to use the Universal Design for Learners allowing for multiple means of gaining knowledge, tapping into the student engagement to gain the knowledge and demonstrating the acquisition of that knowledge.  Each child no matter who they are learn differently and the UDL uses the power and flexibility of technology to design lessons to meet each students individual needs.

Also addressed this week was computers and self-esteem, and how they relate to students.  Studies have shown that as student work and engage with computers in learning their self-esteem is built up allowing them more confidence in completing goals.  Students of today identify with the technology and expect to use it all times.  An example would be a phone directory, we as adults grew up looking up a phone number in a thick and heavy book, while the students we teach grab their smart phones and find the number, address and even the directions with a few clicks. They are confident in their abilities to use the resources available, so to effectively engage them we should be working to build on what they know. Page (2002) suggest that such computer environments, after aiding the knowledge gain of the participants involved, encouraged lifelong learning habits and increase commitment for further learning, or learning to  learn. A goal set by all educators.

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos