February+7+assignments

Lara Sokolowski February 21, 2011


 * Teaching Every Student in the Digital Age**
 * Read and Reflect responses**


 * Chapter 1**

1. How does this description of a school district compare to the teaching approaches you are familiar with?

The description of the Concord School District’s teaching approaches varies greatly from those I am familiar with. At my K-8 Catholic School, most rooms have SMART Boards in addition to some other multimedia. However, my classroom came equipped with a chalkboard, two desktop computers, a rusty overhead projector, and after Christmas break, a whiteboard. In my teaching this year, I tend to utilize music via my own iPod to introduce ideas or topics, as well as the Internet for students to complete various Webquests designed to accompany specific novels. Yet, the teaching goals seem to be the same; encouraging each child’s learning based on their individual capabilities and needs. Learning is measured traditionally by a point/grading system as well as through observations and insight.

2. Do you agree with this perspective on intelligence and ability?

I completely agree with this perspective on intelligence and ability. No two learners are alike, and therefore should not be assessed in the exact same way. Gardner’s theory of Multiple Intelligences only scratches the surface of students’ many multifaceted learning capacities. For example, I am a terrible artist and would fail miserably at rendering a quality drawing or sketch as an assessment of my knowledge. However, would I excel at composing a written answer in essay form.

3. Which of the initiatives mentioned here have been most important in your thinking? Explain.

I have been most greatly influenced by the Progressivist philosophy, specifically the thoughts of John Dewey. He believed students learn through engaged activities with others, and that these activities have meaning for students. Teachers should push students to higher level of knowledge so they can become life learners and experience ongoing growth, as well as encourage social virtues such as tolerance for different points of view and the combination of several subjects.


 * Chapter 2**

1. Think of a difference you've observed between the ways individual students take in information.

My students have strong preferences in the ways they like to learn. For example, certain students like to read out loud, others prefer to read to themselves, and still others want to be read to by their teacher or an audio recording.

2. Map the role of the three brain networks in another simple task.

Trough recognition networks, we understand the concept of a map, and recognize the ways in which to read it. Through strategic networks, we set a plan to follow the map and its coordinates with the goal of getting to a specific destination (friend’s birthday party) in mind. Affective networks motivate us to feel excited for our friend’s party and motivate us to get there.

3. Choose an aspect of recognition and describe a few individual differences among students that you have observed.

An example of extremely strong top-down processing I’ve witnessed with a specific student is his lack of writing complete sentences- he leaves out words because his thoughts are going too fast and he does not take the time to write out each individual word, though he thinks he is doing so. When I ask him to read what he wrote back to me, he can’t. In addition, many of my students need something visual to understand complete meaning instead of just hearing it from me. For example, we learned what a pillbox was in studying the Holocaust and many students said they “didn’t get it” until we viewed a photo.

4. In what ways might the examples here be relevant to what you have encountered, or might encounter in the future, in your classroom?

All children learn differently in addition to having differing strengths among recognition networks—this is something to be aware of at any level, in any classroom. Although I currently work in a private parochial school, I am sure in my future I will encounter a more diverse student population. However, I do currently have one student of Indian ascent who has trouble understanding how to respond to comprehension questions. She often reads the question numerous times, yet provides an answer she believes to be correct but that actually does not respond to the question being asked. Differentiating lessons so there can be other options to “answer” a question not only in written form would be helpful to this student.

5. Do you agree that instruction is less effective when different parts of a skill are taught separately? Why or why not?

I agree that instruction is less effective when different parts of a skill are taught separately, but only when this is done first. I think it’s very effective to first describe and model the whole process (ex. Tennis serve), then break down each individual skill involved in order to gain the perfected end result. I think for some students, understanding each skill involved is important to gain a bigger picture of the whole.

6. Write down something you learned about strategic networks that helps you understand a difference between individual learners.

As a literature teacher, I notice a lot of students struggling with reading out loud during class. Many students fail to employ their organization strategies in order to comprehensively read a paragraph, instead they tend to get lost and question where they were. In addition, some students have trouble decoding words using phonics and instead try to skip over it when they don’t “get” how it is pronounced.

7. What kind of learner are you? Do you prefer to learn a new skill by watching someone else do it first (top-down)? Or do you learn by doing (bottom-up)?

I think I am mostly a top-down learner; I like to watch someone else do it first and then I can try to emulate. However, I do feel most confident about something when I can do it myself then be corrected/critiqued while I’m doing it. Practice always makes perfect.

8. Do you believe that students' emotional responses are an important consideration for teachers? Why or why not?

I believe students’ emotional responses are one of the most important considerations for teachers. Problems outside of school can effect a student’s entire mental state for an indefinite amount of time, causing difficulty in attention and learning, reflected by poor grades, acting out, etc. Often, it is not that these students cannot succeed or learn, it is their emotional state standing in the way. Also, many students develop anxieties toward different learning situations; some are uncomfortable in group/lab settings, others do not like reading in silence for prolonged periods of time. Teachers need to take each individual and their emotional responses into consideration when developing lessons or assisting students.

9. What's the most significant affective variable that you have to contend with in the classroom? How have you seen it help or hurt a student?

The most significant affective variable that I have seen in my classroom is adoption. I have a specific student who was adopted when he was small and never knew his birth parents. He does not like his adopted parents and speaks out about them often. He attributes scenarios in the literature that we read to his own life (as most people do) and turns it negatively to reflect the hardships he has dealt with. For example, he claims to not like school and calls himself “stupid,” however, I have seen him complete work and participate in class on par with his peers. This is an example of an affective variable hurting a student’s academic success.

10. What is your response to the ideas in this chapter? Has your perspective on learning changed? Your understanding of students?

I really liked reading this chapter. I studied a lot of psychology during my undergrad years and many of the information presented was reflective of what I had learned then. However, this brought in the teaching/learning perspective which gave me new insight into how my student’s brains are functioning, lending some answers to my “why” questions. I have always believed each student is different and learns different, but this chapter deepened my understanding of that even more.


 * IRIS Module**
 * Assessment**

1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.

Universal Design for Learning allows teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. There are three guiding principles. The first, Representation, requires teachers to present information in a variety of ways so that every student can access it. Action and Expression, the second principle, lets students present or demonstrate their knowledge and multiple formats. The third, Engagement, makes sure teachers stimulate students' interests and motivation for learning in a variety of ways.

2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

The main thing teachers need to keep in mind when developing goals using the principles of UDL is that it may not be reasonable or possible for them to incorporate all three of the UDL principles into every lesson plan. They should guide instruction over time. Also, some students may need additional support, and teachers will sometimes have to make accommodations.

3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a chapter on colonial America. He'll lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation.

Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.

Components Barriers UDL Solution

-Lecture/ notes on chalkboard

a) Requires students to hear, identify key point, process aural info, and be physically or cognitively able to take notes b) Accompany lectures with slides to provide students with the option of accessing the information visually; slides can serve as a scaffold for students who have difficulty identifying key points, taking notes, and processing aural information. Provide students with the option of using graphic organizers for note taking.

-Handouts

a) Requires students to see, decode and comprehend written text, and process visual info. b) In addition to printed text, provide students with the option of accessing the information through visual text available online.

-Internet research

a) May encounter sites with only text b) Allow students to accessing the information through digital text (flexible), embedded information allows students to access additional or background information.

-Oral report

a) Stipulates only one option for expressing knowledge of the subject b) Allow alternatives for students to express or demonstrate their learning. Have students demonstrate their knowledge of colonial America using their choice of material (e.g., model, drawing, report), and use a rubric to grade the projects and provide corrective feedback.

4. Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. Describe the instructional methods you would use to present the information, assess your students, and maintain their engagement in the subject.

Presentation Materials and Methods: -Textbook (print and digital), images of plants with audio description, printed or digitized outline with key ideas highlighted to accompany the group talk, center materials, video with captioning, gardening tools and real-life plants -Whole group overview talk, small group and partner work, Center activity to water seeds/nurture their own plant to understand its growth

Assessment:

-Informally assess students during whole- and small-group instruction and provide corrective feedback; Center activity graded using a rubric -End of unit assessment using differentiated online or text tests and/or project (drawings, etc.)

5. At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected information about her students' learning preferences and learning needs. Of her twenty-nine students, twelve are primarily visual learners, ten are primarily auditory learners, and seven are primarily kinesthetic learners. Additionally, two students struggle with reading and several have difficulty planning and organizing writing assignments. Help Ms. Hamilton to design a lesson about DNA. Make sure to state the learning goal and to identify materials, instructional methods, and assessment techniques.

UDL Lesson Plan

Learning Goal: The students will learn about and present information about DNA.

Materials: Textbook (print and digital), microscope slides of DNA with audio description available, printed or digitized outline with key ideas highlighted to accompany the lecture, video with captioning, pipe cleaners (different colors)

Instructional Methods:

9:00–9:15 Whole-group: summarize information in the textbook providing multiple visual examples of DNA, relate to students' own bodies/family backgrounds, write important words and concepts on the board

9:15-–9:30 15-minute Bill Nye video on DNA followed by class discussion

9:30–9:35 Pair and Share—Use pipe cleaners to construct your own DNA with a partner

9:35-9:45 Same pairs view DNA slides under microscopes

9:45-9:50 Wrap up of day and open discussion of any questions about DNA

Assessment:

- Informally assess students during whole- and small-group instruction and provide corrective feedback - Monitor engagement during video, DNA creation, and Microscope work


 * DPI Intro to Special Ed.**

1. What do these acronyms mean?

a. FAPE: Free Appropriate Public Education b. IDEA: Individuals with Disabilities Education Act (federal special ed. law) c. IEP: Individualized Education Program (written plan outlining services) d. LRE: Least Restrictive Environment (opportunity to be educated with non-disabled peers)

2. Define the following terms.

a. Child with a disability: A child identified as having mental retardation, a hearing impairment, a speech or language impairment, a visual impairment, a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

b. Special Education: Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.

c. Related Services: Transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. Ex. 1: Speech-language pathology and audiology services Ex. 2: counseling services, including rehabilitation counseling

d. Transition Services: Coordinated set of activities for a child (based on his/her specific needs) with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities. Ex 1: integrated employment Ex. 2: continuing and adult education

3. What are the five key ideas related to IEPs?

4. What are the ten steps in the special education process?

-Child is identified as possibly needing special education and related services -Child is evaluated -Eligibility is decided -Child is found eligible for services -IEP meeting is scheduled -IEP meeting is held and the IEP is written -Services are provided -Progress is measured and reported to parents -IEP is reviewed -Child is reevaluated

5. List the Steps in the Referral Process

-Parent, teacher, nurse, or doctor writes a referral letter to the principal or special education director. -School has up to 15 business days to decide if more tests are needed -School will ask for parent permission if more tests are needed -School has up to 60 days from when they get parent permission to test child and decide if child qualifies -They have 30 days up after child qualifies to write an IEP and decide where child will go to school then tell parent in writing -File paperwork

6. List three strategies for collaborating with colleagues in schools for inclusion

-Hold special education teacher-regular education teacher meetings frequently to determine the best ways to present information / differentiate information to inclusive classrooms

-Email each other on a frequent basis

-Attend seminars together in order to better the reg. ed. teacher’s understanding of special education and inclusion in the classroom

7. List three strategies for collaborating with parents and families

-Contact via phone or email on a frequent basis to touch base on student development

-Attend scheduled conferences

-Invite parents to shadow their child in class

Teaching at a Catholic school with few current technological resources, I have a lot to learn! However, I have learned and had exposure to a good number of instructional technologies via my undergrad. and graduate eduction.
 * Instructional Technology:**

What skills I have:

Production Suite Software //(word processing, spreadsheet, database, presentation software; e.g. Microsoft Office)*// Internet Search Strategies Interactive Response Systems Data Management Tools Digital/portable video cameras //(e.g. Flip cameras)*// Online/Distance (global) learning tools Badgerlink Video Resources (including online) Blogs, Wikis Social Media/Web 2.0/3.0 Document Cameras Educational Gaming

What I need to learn:

Interactive White Boards (need to gain proficiency) ECB (Education Communications Board) Resources Assistive technology for accommodations Interactive Applets Conferencing Tools and Resources Network Structure Podcasting/Vodcasting Content Management Systems (e.g. Moodle)* Backchannel Communications (e.g. Twitter)* Social Bookmarking Digital Storytelling Programs