Sunday, March 31, 2013
EDLD 5364 Week Five ~ Reflection
In today’s technological world, many students don’t
understand the value of determination and persistence. With the progression of
technology, we have become reliant on immediate results and feedback. Our world has become an instant, “right now”
world. As educators, we have the task of
being innovative in teaching our students the concept of working hard to
achieve desired goals.
A problem many educators face is inspiring students to put in an effort, especially if the material they are required to learn doesn’t connect. Working in a college setting, I hear the same statement quite often, “why do I have to take a Philosophy class? This class doesn’t make sense.” Students need to connect and see that there are others trying to connect the material. Pitler, Hubbell, Kuhn, Malenoski (2007) states that “when students see that others have faced many of the same difficulties they face and have overcome these obstacles and achieved goals with strong effort and good attitude, they too can see the connection between effort and achievement.” (p. 161) A way our campus has tried to accomplish this goal is to set up Learning Communities. The theory is to group students with the same schedule together to add peer-support and influence each other to make the connection of understanding effort and achievement.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
A problem many educators face is inspiring students to put in an effort, especially if the material they are required to learn doesn’t connect. Working in a college setting, I hear the same statement quite often, “why do I have to take a Philosophy class? This class doesn’t make sense.” Students need to connect and see that there are others trying to connect the material. Pitler, Hubbell, Kuhn, Malenoski (2007) states that “when students see that others have faced many of the same difficulties they face and have overcome these obstacles and achieved goals with strong effort and good attitude, they too can see the connection between effort and achievement.” (p. 161) A way our campus has tried to accomplish this goal is to set up Learning Communities. The theory is to group students with the same schedule together to add peer-support and influence each other to make the connection of understanding effort and achievement.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
EDLD 5364 Week Four ~ Reflection
This week’s
assignment focused on designing student-centered learning activities that
incorporate technology along with professional development to implement into
the classroom. Since I am involved with professional development in my current
position, I felt at ease designing a training program for our scenario
teacher. Where I struggled, of course,
was the student learning activities. Since
I belong to a great group, we were able to guide and strengthen each other and
complete our final project.
During the readings and videos this week, I read a statement that I agreed with. According to Solomon and Schrum (2007), students are more advanced in technology than most teachers. The problem is "even with modern technology in so many schools, it is not being utilized in the way that has been envisioned" (p.101). The discussion continues to state professional development usually isn’t sufficient or sustained. Another issue is not everyone embraces technology nor has the same understanding of the expectations. Typically, professional development workshops are mandatory and held after school, when everyone is tired and distracted. On our campus, professional development is a mix of both mandatory and optional. Usually the optional workshops will be tutorials on useful programs that can be easily implemented in the classroom or workplace. They are typically topics of interest and curiosity. Of course, the mandatory trainings are usually implemented begrudgingly. The authors and presenters of the workshops should collaborate with the graduates of this degree. The future technology specialists graduating would be able to design training workshops that address student learning and engage teachers better. *smile*
Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, 99-116.
During the readings and videos this week, I read a statement that I agreed with. According to Solomon and Schrum (2007), students are more advanced in technology than most teachers. The problem is "even with modern technology in so many schools, it is not being utilized in the way that has been envisioned" (p.101). The discussion continues to state professional development usually isn’t sufficient or sustained. Another issue is not everyone embraces technology nor has the same understanding of the expectations. Typically, professional development workshops are mandatory and held after school, when everyone is tired and distracted. On our campus, professional development is a mix of both mandatory and optional. Usually the optional workshops will be tutorials on useful programs that can be easily implemented in the classroom or workplace. They are typically topics of interest and curiosity. Of course, the mandatory trainings are usually implemented begrudgingly. The authors and presenters of the workshops should collaborate with the graduates of this degree. The future technology specialists graduating would be able to design training workshops that address student learning and engage teachers better. *smile*
Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, 99-116.
Tuesday, March 19, 2013
EDLD 5364 UDL Lesson Plan and Reflection
UDL stands for Universal Design for Learning. The CAST UDL website offers a lesson builder to help teachers incorporate the principles for curriculum development that gives all students equal learning opportunities. A template is provided for creating instructional goals, methods, assessments, and materials. The lesson can be designed to accommodate every student by customized, flexible approaches to each lesson.
(http://lessonbuilder.cast.org/)
For this group assignment, I was responsible for creating day 4 (Thursday) lesson plan. Our group designed a week long unit lesson studying Early Explorers of Texas. Since I am not a school teacher, this assignment was very challenging for me personally. I had to research the terminology associated with lesson planning. I am not afraid to say, I was very overwhelmed at times with this portion of the assignment. Luckily, I have great group mates that were very patient and understanding. They helped me all along the way. Thank you very much - Cindy, Josie, and Tony! :)
I actually learned a lot from this assignment. Although I am not a school teacher, I do create and facilitate training for various topics. The knowledge I learned from the UDL lesson building project will help guide my future training "lesson" plans. As I was working on our group subject, I couldn't help visualize implementing this same concept to the training sessions I conduct. Just as there are different levels and needs of students in a classroom, I am sure there are different levels of needs for adults in a training session. I will take what I have learned this week and revisit my training plans. I will follow the guidelines outlined at the CAST website to incorporate the principles of learning.
(http://www.cast.org/index.html)
Goals
Methods
Accommodations
Assessment
Materials
(http://lessonbuilder.cast.org/)
For this group assignment, I was responsible for creating day 4 (Thursday) lesson plan. Our group designed a week long unit lesson studying Early Explorers of Texas. Since I am not a school teacher, this assignment was very challenging for me personally. I had to research the terminology associated with lesson planning. I am not afraid to say, I was very overwhelmed at times with this portion of the assignment. Luckily, I have great group mates that were very patient and understanding. They helped me all along the way. Thank you very much - Cindy, Josie, and Tony! :)
I actually learned a lot from this assignment. Although I am not a school teacher, I do create and facilitate training for various topics. The knowledge I learned from the UDL lesson building project will help guide my future training "lesson" plans. As I was working on our group subject, I couldn't help visualize implementing this same concept to the training sessions I conduct. Just as there are different levels and needs of students in a classroom, I am sure there are different levels of needs for adults in a training session. I will take what I have learned this week and revisit my training plans. I will follow the guidelines outlined at the CAST website to incorporate the principles of learning.
(http://www.cast.org/index.html)
UDL Lesson Plan
Lesson Overview|
Title:
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Early Explorers – Who, When, What, Why?
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Author:
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Diann Brodnax
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Subject:
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Social Studies – Texas History
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Grade Level:
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4
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Duration:
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60 minutes, 1 Class Period - Thursday's Lesson
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Subject Area:
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Early Explorers of Texas
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Unit Description:
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In this unit, Early Explorers’ of Texas, activities and
assignments will be given to help students understand the courses, successes
and struggles for the lives of those who explored Texas. Students will access
websites that contain data-rich articles on each explorer. Students will be
tested on information within the articles to gauge their reading
comprehension level. Students will present a final media project of their
choice to the class on the knowledge that they acquired from their reading.
They will be able to choose to create a PowerPoint, or use an app to
create a photo card, trading card or typedrawing. The final product will be
presented to the class.
|
|
Lesson Description for the
Day:
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Students will study early explorers by working in groups and
completing a tree map together.
Students will then work independently creating a Rhombus poem
incorporating the learned concepts from the lesson.
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State Standards:
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TEKS 113.6.b.2.B /
SS 4.2.B The
student identifies the accomplishments of significant explorers such as
Cabeza de Vaca; Christopher Columbus; Francisco Coronado; René Robert
Cavelier, Sieur de la Salle and explain their impact on the settlement of
Texas.
A: The student understands the causes and effects of European exploration and colonization of Texas and North America. B: Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. C: Identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas. |
Goals
|
Unit
Goals: |
Students will understand the causes and effects of European
exploration and colonization of Texas and North America. (TEKS §113.6. Social Studies, Grade 4.) Student will: (2.A.) Summarize motivations for European exploration and settlement of Texas. (2.B.) Identify the accomplishments and explain the impact of significant explorers on the settlement of Texas. |
|
Lesson
Goals: |
Student will: study the early explorers, including Cabeza de Vaca, Francisco Coronado, Robert La Salle, and Christopher Columbus. Students will: complete a tree map worksheet while working in groups to: * research what country each explorer was born in. * calculate how many years of exploration for each explorer. * discover what each explorer found while on their expeditions. * identify the accomplishments and explain the impact the explorers made in history. * apply geographic tools to interpret maps. * organize and interpret information in charts and maps. |
Methods
|
Anticipatory
Set: |
(Recognition Network) At
the beginning of class, students will take a short vocabulary quiz for
understanding of the unit terminology. After the quiz, students will
brainstorm and discuss what they know about each explorer studied this week. Students
will discuss routes taken by each explorer on a map. Students will be divided
into groups and complete a tree map worksheet. |
|
Introduce
and Model New Knowledge: |
(Strategic Network) The
teacher will administer an online vocabulary quiz. This will assess their knowledge of
terminology learned this week. Students will work in four groups to rotate through different stations to take notes on the different explorers. The teacher will have stations set up with an online eBook titled Early Explorers of Texas, created by the teacher before class, for reference at each station. Students will take notes to include what country the explorer was from, years of expeditions, what the explorer found, and why the explorer was important. This data will be populated in a tree map as the groups rotate among explorers.. |
|
Provide
Guided Practice: |
(Affective Network) Students
will be divided into four groups to work together filling in the facts about
each explorer on the tree map worksheet.
Each group will spend 5 minutes at each station collecting facts to
fill in the worksheet. After 20
minutes, the groups will stay at the current station. Each group will explain the facts about the
explorer they gathered at each station to the class. The station the group is located at when
time is up will indicate their explorer. |
|
Provide
Independent Practice: |
Students will demonstrate their understanding of new concepts
learned by working independently creating a Rhombus poem about their favorite
explorer. Students will share their
poems with the class. |
Accommodations
|
Teacher
with basic computer skills |
Work with teacher 2 days a week for 4 weeks. Create tutorials and lesson plans on laptop
usage, creating customizable worksheets and rubrics, CAST eBooks, Tagxedo
online tool, desktop shortcuts, online quiz, and creative software uses. |
|
“Advanced”
technology student users |
These students will be the “leader” of the group to help
navigate on the laptop. |
|
Low
to high ability range students |
Low ability – modifications are: students will only be
required to fill in 4 components of the Rhombus Poem worksheet. Provide students with standard word
processor with spell and grammar checker and a large keyboard.
Allow extra time to complete the poem worksheet. Teacher offers
assistance.
|
|
Students
with disabilities, sight and hearing impaired |
Modifications are offered in the eBook: text to speech capabilities,
audio version of text, and images. Provide
student with talking word processor software.
Provide Braille translation
software and a Braille embosser. Use
picture communication symbols to support interactions.
|
Assessment
|
Formative/Ongoing
Assessment: |
Students will take a vocabulary quiz on terminology regarding
explorers’ lesson. Students will
receive immediate feedback. Use rubric to evaluate student’s performance on guided activities. |
|
Summative/End
of Lesson Assessment: |
Use a rubric to evaluate student’s performance on independent
activities. |
Materials
|
Laptops |
|
Internet |
|
Prevoiusly created eBook detailing early explorers, with link
included – Early Explorers of Texas |
|
Map |
|
Tree Map Worksheet |
|
Rhombus Poem Worksheet (Alief ISD) |
|
Assessment Rubric |
| Vocabulary Quiz |
EDLD 5364 CAST BookBuilder Project and Reflection
The Cast UDL format was created to make certain all students were involved with active student engagement in activities and assessments. Modifications are in place to provide support for students with disabilities. The ability to have all text read aloud to the student is a great help when addressing students with reading difficulties or visual impairments. Video and images can be uploaded as added support for visual learners.
The coaches offered as support, like Pedro and Hali, can be utilized for engagement related to the content. They can be embedded with questions to go along with the lesson, or offer tips and guidance. The student response section is a great tool for teachers to assess comprehension.
I was a bit lost at first but once I understood the online tool, it became a fascinating journey of creativity. One of our group mates may use our eBooks for support in their classroom instruction. I worked very hard to make the project look as professional and student friendly as possible. I added images and audio to support the information given.
Please take a look at my eBook. Enjoy!
Early Explorers of Texas
UDL eBook
EDLD 5364 Week Three ~ Reflection
One quote
from our readings this week stood out to me.
The CAST website states "In today's schools, the mix of students is
more diverse than ever. Educators are challenged to teach all kinds of learners
to high standards, yet a single classroom may include students who struggle to
learn for any number of reasons." (Cast.org, 2009). Most of the time, we as educators do not take
all learning styles and challenges in to account when we are designing a lesson
plan. I am guilty of not considering all
learner types when I am planning training sessions. It is not until I am asked to elaborate on a
topic in a way that makes me stop and think, hmmm, I need to revise the
training delivery to meet diverse needs.
The lesson builder located on the CAST website is such a great resource
when creating lesson plans. The template
offers guidance to help remember the diversity of learners and guides you in
incorporating accommodations for all learners.
It was interesting to read about New Tech High School model in the readings. Through this model an entire school system can incorporate technology. "The most important aspect of the New Tech High model is that it was developed as part of an overall education reform effort and to implement a 21st century learning environment." (Soloman & Schrum, 2007) A weakness is funding. As with most school districts, funding is a factor when trying to incorporate technology. Technology isn’t reasonably priced. The size of schools is growing in leaps and bounds, most districts simply can’t afford technology integration. The videos of Cameron and Luis are great examples of simple, inexpensive ways to integrate technology. Students that are invested in their learning tend to be more interested in learning.
This week’s assignment was very challenging for me. I had to research to understand most of the assignment. I am more knowledgeable today about diverse student needs and learning. And I will remember the CAST principles and design when creating and designing my next training session.
Cast.org (2009). Center for Applied Special Technology. Retrieved on March 11, 2013,Retrieved from http://cast.org
Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video
Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved from http://www.edutopia.org/digital-generation-profile-luis-video
Solomon, G., & Schrum, L. (2007). Web 2.0: New ools, New Schools. Eugene, OR: International Society for Technology in Education, 77-98.
It was interesting to read about New Tech High School model in the readings. Through this model an entire school system can incorporate technology. "The most important aspect of the New Tech High model is that it was developed as part of an overall education reform effort and to implement a 21st century learning environment." (Soloman & Schrum, 2007) A weakness is funding. As with most school districts, funding is a factor when trying to incorporate technology. Technology isn’t reasonably priced. The size of schools is growing in leaps and bounds, most districts simply can’t afford technology integration. The videos of Cameron and Luis are great examples of simple, inexpensive ways to integrate technology. Students that are invested in their learning tend to be more interested in learning.
This week’s assignment was very challenging for me. I had to research to understand most of the assignment. I am more knowledgeable today about diverse student needs and learning. And I will remember the CAST principles and design when creating and designing my next training session.
Cast.org (2009). Center for Applied Special Technology. Retrieved on March 11, 2013,Retrieved from http://cast.org
Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video
Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved from http://www.edutopia.org/digital-generation-profile-luis-video
Solomon, G., & Schrum, L. (2007). Web 2.0: New ools, New Schools. Eugene, OR: International Society for Technology in Education, 77-98.
EDLD 5364 Week Two ~ Reflection
Week 2
readings provided me with information had not been exposed to previously. I am not a school teacher, but I could relate
since I work with all groups of college students. We advise and guide Honors students, average,
underprepared, and at-risk students. When
talking with faculty on campus, I hear a complete split down the middle in
terms of integrating technology into their curriculum. The “veteran” instructors feel students should
learn as they did 35 years ago. The younger
instructors and the instructors embracing technology believe it is
essential.
A few points made during the readings stood out to me. The first point was made by Page (2002) who states in his article that, “education, unlike other industries of our world, has often failed to find a role for computer technology.” That is the exact sentiment of the “veteran” instructors and staff on my campus. It’s funny to me because those “veteran” instructors went from using exclusive pen and paper to keep roll, keep a grade book, and to write out lessons and tests. Today, they are using “technology” to generate tests, lessons, rolls, and recordkeeping. If technology can help them with their role as instructor, wouldn’t it make sense to integrate lessons and technology to assist the student’s role with learning?
There are studies that confirm when technology is used in the classroom it effects student learning. This brings up a point by Schacter (1999). Schacter states, “Increased levels of student-to-student interaction in computer learning environments appear to provide positive levels of student achievement.” Technology usage helps students develop a more positive attitude toward school, communicate better, and increase their self-esteem.
The anecdote provided by Pitler, Hubbell, Kuhn and Malenoski (2007) involving an exchange between a student and a superintendent really touched me. During a visit, a superintendent from another school district asked one of the students in a very accusatory tone, "So, how is this [the one-to-one laptop computer access] really making a difference for you?" The young student said to the superintendent while squarely looking him in the eyes, "Sir, I'm special ed, and I've been special ed all my life. But with this thing here," he said, pointing to his laptop computer, I am just as smart as the next kid." Teachers and instructors can build lesson plans that include all types of learning styles. I think UDL lessons are a great way to have all students seamlessly learning the same thing but in their own learning style. You minimize the labels given to students with any learning disability or learning style. Students are focused on learning the content and not on their differences.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
A few points made during the readings stood out to me. The first point was made by Page (2002) who states in his article that, “education, unlike other industries of our world, has often failed to find a role for computer technology.” That is the exact sentiment of the “veteran” instructors and staff on my campus. It’s funny to me because those “veteran” instructors went from using exclusive pen and paper to keep roll, keep a grade book, and to write out lessons and tests. Today, they are using “technology” to generate tests, lessons, rolls, and recordkeeping. If technology can help them with their role as instructor, wouldn’t it make sense to integrate lessons and technology to assist the student’s role with learning?
There are studies that confirm when technology is used in the classroom it effects student learning. This brings up a point by Schacter (1999). Schacter states, “Increased levels of student-to-student interaction in computer learning environments appear to provide positive levels of student achievement.” Technology usage helps students develop a more positive attitude toward school, communicate better, and increase their self-esteem.
The anecdote provided by Pitler, Hubbell, Kuhn and Malenoski (2007) involving an exchange between a student and a superintendent really touched me. During a visit, a superintendent from another school district asked one of the students in a very accusatory tone, "So, how is this [the one-to-one laptop computer access] really making a difference for you?" The young student said to the superintendent while squarely looking him in the eyes, "Sir, I'm special ed, and I've been special ed all my life. But with this thing here," he said, pointing to his laptop computer, I am just as smart as the next kid." Teachers and instructors can build lesson plans that include all types of learning styles. I think UDL lessons are a great way to have all students seamlessly learning the same thing but in their own learning style. You minimize the labels given to students with any learning disability or learning style. Students are focused on learning the content and not on their differences.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
EDLD 5364 Week One ~ Reflection
Week one in EDLD 5364 focused on two learning theories
related to teaching with technology. Working in Academic Advising does not give me
exposure to the theories of Constructivism and Connectivism through a
traditional classroom setting. After reading
about the different theories, I evaluated my own learning and teaching theories.
I agree with the Constructivism Theory
and furthered my understanding of this theory after reading Learning as a Personal Event: A brief
introduction to constructivism (Southwest Educational Development
Laboratory, 1999). The article provided an explanation regarding the role of
the teacher and the student relating to Constructivism and how learning is built
upon prior experiences and knowledge.
Another theory studied was Connectivism. This theory states knowledge is built through connecting multiple sources of information. If I learn a new topic through Connectivism learning, I am building knowledge through connections and in turn, applying the Constructivism theory by building upon previous learning. I believe that the one common factor of each of the theories is its connection to technology and the importance of integrating technology and reflection into everyday teaching and learning.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 7-44.
Another theory studied was Connectivism. This theory states knowledge is built through connecting multiple sources of information. If I learn a new topic through Connectivism learning, I am building knowledge through connections and in turn, applying the Constructivism theory by building upon previous learning. I believe that the one common factor of each of the theories is its connection to technology and the importance of integrating technology and reflection into everyday teaching and learning.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 7-44.
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