Universal Design for Learning

I have prepared a PowerPoint presentation titled, Universal Design for Learning. Please take a look. Make sure that you click on the link for UDL at a glance video!  Okay, so I discovered that I can't insert a PowerPoint to my blog. My plan is to go to slideshare.net, create an account (free), and then post my presentation. Wish me luck! (All part of the tech adventure plan, no worries!)

<div style="width:425px" id="__ss_8657010"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/CathrynJ/universal-design-for-learning-8657010" title="Universal design for learning" target="_blank">Universal design for learning</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/8657010" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/CathrynJ" target="_blank">CathrynJ</a> </div> </div>

Reflection on GAME for EDUC67131-3

            As I reflect on my GAME plan for this course, I realize how much it helped me in staying on course. Not only did I make a commitment to myself, but to those of you who would read and comment on my posts. It kept me on track and moving forward in my learning. One of the things I learned was that it is important to be aware of how you or your students learn best. In Promoting Self Directed Learning with Technology, Dr. Katherine Cennamo explained that a great way to increase learning is for the learner to document the learning process in order to “evaluate the process and result/product of learning and what helped them learn most.”  This will impact my instructional practice in that I will have students begin with ongoing self assessment checklists and KWHL charts that will assist in documenting said learning. Being aware of how I learn has been another lesson that will impact my teaching.  I know that I am someone who must truly learn by doing. I feel that I have been breaking new ground as my courses with Walden push me to stretch and leave my comfort zone. I have also been able to reflect and realize the importance of allowing people options on how they best learn. One of my very favorite quotes from this course is from Cennamo and Ertner, “As you lead the way and break new ground in the world of technology integration, self-directed learning will be essential (19).”

            If I were to modify my GAME plan, it would be to start with a checklist of what I need to know or do and place it as a visual reminder somewhere. It would make the reflections easier for me, as well as being a more reliable reference for data. That is why I feel that it would be beneficial to implement in my teaching practice. It helps when a learner can glance at how far they have come. It also can be a great motivator for new learning that may seem daunting.
            I feel it is very important to share the love of learning, and willingness to learn. The NETS-T indicator 3 has been one of my goals to improve and focus on which is to “Model Digital Age Work and Learning.” Sharing the process of GAME plan will be a great way to model this indicator.
            Regarding technology adjustments that I will make to my instructional practice, there will be many. I have just been moved into a 4^th grade position for the upcoming school year. At first, I was alarmed to find that my future classroom has no computers for student use. I have already put in a request, but I am unable to plan at this time whether I will be able to place students on computers within my classroom. I do know that I will use the classroom response system more often, and will be able to save student response data now that I will have a class of my own.
            I will still be able to integrate problem-based learning and digital storytelling into my instruction. Digital storytelling can be done with power point and a digital camera, so those projects can still occur without access to student computers. I am thankful that this last school year, I was able to write a grant to build a student research area in the library. I will be taking my class to use those computers in order to give them practice with the necessary 21^st Century skills. I believe that will inspire other teachers to do the same with their classroom. This will be a step toward much needed change.  I feel that through Walden courses, I have developed confidence and empowerment enough to have begun a wave of change in our elementary school as far as integrating technology into our students’ instruction. I’m excited to see what the future holds.
           
Resources:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2010). Program One: Promoting self-directed learning with technology [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author

GAME plan progress

The indicators that I had stated in my GAME plan to focus on are:

1.      Facilitate and Inspire Student Learning and Creativity

2.      Model Digital Age Work and Learning

The course text that we have been using has a focus and expectations mainly on descriptors 1 and 2. As part of my action plan, I decided to visit the ISTE site again so that I quit getting them mixed up. I have gained further understanding of more specific expectations so that I am able to separate them confidently in my mind and reflections.  One thing that I have learned is that indicators 2 and 4 intertwine with the work, teaching, and researching in which I am doing. Don’t get me wrong, I certainly feel that all of the ISTE indicators need to be applied in the classroom, and I need guidance in all of them. I just needed clarification as far as staying on track with my goal to improve on the indicators that I chose to focus on. I’m wondering if I am the only one who gets the indicators mixed up, because I really think that much of it overlaps. Another action that I have taken that I found to be very worthwhile is to look at the following websites that have certainly helped to raise my knowledge bank (see below).
Thank you for visiting my site, and have a happy day!
Cathy

Balancing 2 Faces of ePortfolio- This site has great explanations, visuals, and resource links. http://electronicportfolios.org/balance/index.html

Create Your Own Electronic Portfolio- This site is like a glossary of ‘need to know’ terms if you are going to create a portfolio. It has links to many technology free applications. http://electronicportfolios.org/portfolios/iste2k.html

Monitoring my GAME

As I monitor my GAME plan, I have some successes and some obstacles to post this blog.  First of all, I would like to say thank you to the comments that I have received, and that I shall receive.  You don’t know it yet, but just by your ideas, suggestions, and the mere act of communicating on a blog is pushing me forward on my tech adventure. So…Thank you! I said all that to say all this…As part of my action plan, I decided to go in search of an expert within my elementary school. I also wanted to find out if anyone has ideas or experience with integrating technology into their classrooms, or allowing students on computers to do research. I am it. Other than what I am attempting to do and another classroom response system, there are no smart boards, no webquests, no student created power points within my entire grade school. Another part of action that I have taken is to collect quite a large list of links that I can include with the Webquest that my third graders are going to research.  The resources that I will need to carry out my plan are basically the computers. I will need to have a group work with me on the overhead computer, and group the rest in 3’s in order to have enough computers to go around. I already introduced the Webquest as whole group, and am hoping to get the students on the computers next week. Wish me luck, and THANK YOU Again!
Cathryn

P.S. While searching for photo story ideas for my classroom, I chanced upon a very awesome bookbuilder on cast.org site.  It is a message to teachers on UDL, check it out! http://bookbuilder.cast.org/view.php?op=model&book=30018&page=1

GAME plan

I am in the process of developing a GAME plan for building my own confidence and experience on at least 2 indicators in NETS-T. First of all, GAME = setting Goal, taking Action, Monitoring those actions, and Evaluating or reflecting on how my plan works for me (Cennamo, Ross, & Ertmer, p14).  The indicators that I have chosen to focus on are to “Facilitate and Inspire Student Learning and Creativity,” and also,“Model Digital Age Work and Learning.” The actions that I plan to take in order to achieve those goals are to use a new technology tool (new to me) in order to enhance student learning. There are a couple of technology tools that I have in mind to use. We have recently built a student research area that currently has 8 stations that students can use. I would like to get individual and small groups of students working on those computers during instructional time. The other technology tool that I would like to explore would be the use of student created digital storytelling. I will model the use of the new technology in front of students. As I do so, I will simultaneously be modeling and pronouncing lifelong learning. I feel it is very important to share the love of learning, and willingness to learn. I really like the explanation of Dr. Peggy Ertmer, who stated that knowledge of technology and pedagogy are only the beginning. “Confidence is important so that you are comfortable enough to make a mistake or be able to say that I don’t know, in order to do that you need experience.”  I will monitor my progress by keeping a log of successes, and things that I would do differently. I will evaluate my learning by my confidence level and a KWHL chart. No matter the results, my learning will be extended by successes and failures, searching relevant topics via tutorials, wikis, blogs, and advice from experts. Thank you for visiting my blog, and have a happy day!
Cathy

Resources:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2009). Enriching Content Area Learning Experiences With Technology, Part 1. [DVD]. Baltimore, MD: Author.

First ever ScreenCast video of Pacific Northwest Tree Octopus website- Is it a hoax?

Please visit my ScreenCast of how to determine if a website is reliable, or a hoax.  For this presentation,I have used the website of the Pacific Northwest Tree Octopus and the book written by Alan November, "Web Literacy for Educators."
This was my first screencast, well actually, if you count all the retakes that I ended up doing, it is closer to number 9 or so. Screen cast is great and pretty easy, the only thing is, it will cut you off at 5 minutes so if you try this at home...talk fast.
Thank you!
Cathy
http://screencast.com/t/Bg7PLju3BO0

Resources:

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

screencast.com

http://zapatopi.net/treeoctopus/

Action Research Case Study Part ll

This is a continuation of May’s Action Research Case Study in which I have had the opportunity to analyze.  A link to the Action Research has been provided below for those of you who are interested in learning more. Feedback to my perspective is much welcomed.

Prompt #5 Questions: There were four observations that Sienna conducted over a two-week period to document May’s redirection behaviors. First, you will examine the series of observation reports. Second, identify any trends and themes you find in the data. Be sure to consider the observational notes that Sienna included. Look to find and share any triangulation processes in May’s data collection and analysis work. Third, evaluate the data and provide reasonable explanations for what you think might be happening over time that would explain the story the data are revealing.

Response: 7/21 (1/3)kids wish for more fun and less pressure from school, 5/21(1/4) wish for more calm and respectful environment, 9/21 (1/2ish)wish for more consistency in class routine. The first day out of four, there was at least one redirection given almost every minute.  I have not been able to find how long the class period is. One thing that I have noticed is that there is no positive redirection.  I believe that it would be helpful to catch a student who is on task, and reward them with positive feedback.  This would be a good strategy for May to use, as it would probably influence other students to try to receive positive reinforcement. In the other 3 out of 4 days, the number of redirections went down 18, 15, and 13.  The type of redirection did not change. Activity during bell work was fun and not the same as usual. It kept the students engaged. The advice to change seating arrangement was good, and appeared to help. Without seeing the other data at this point, it is difficult for me to find a triangulation processes to compare. While reviewing Sienna’s comments that there was no redirection for the first 10 minutes after bellwork was over, I would guess that it may be due to May graphing the results for the class might be the cause of student engagement.

Prompt #6 Questions: Describe May’s class graph. What happened over time, and what are some possible reasons for the trends and patterns you notice? What new goals do you think May should set for the class as a whole based on her students’ response to the timed agenda challenge?

Response:

The graph shows that on day one, eleven out of twenty-one students could have their agenda written out and be ready to learn within five minutes.  The number of students who were able to meet this challenge increased gradually.  By the ninth day, twenty out of twenty-one students were able to meet the five minute challenge. I feel that the more students that took the challenge seriously had an influence on other students wanting to apply them selves.  By looking at the graph every day as a whole class, it showed the lagging students that the goal was doable. It also showed that if they didn’t join in, the whole class would be waiting on them to learn. May’s observation of the data showed her that the most redirection came from transition time. I would suggest a similar student survey, ideas from her students and team, data collection, and a similar graph for a quicker and smoother transition time.

Prompt #7 Questions: Describe Anthony’s and Leah’s data. What happened over time? What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?

Response:

Both Anthony and Leah were able to beat the goal set for the whole class, but not only that, they challenged their selves to a more difficult goal each day and met those as well! I feel that the one on one interaction, the positive comments and support from Darby was very helpful to empower these two students. It also motivated them that Darby challenged the rest of the class to try and keep up with them, which the whole class did not do. The visual representation of the graphing made it easy to see progress made, which is also an influential piece to the success of reaching those goals. I think that the graphing helped motivate all of the students, and May could capitalize on that strategy to increase student engagement, and for smoother transition times.

Prompt #8 Questions: Pretend you are May, and it is now the start of the next school year. Your assistant principal, Mr. Brown, asks you to talk about your inquiry journey at the first faculty meeting of the year. Discuss a plan for your presentation. What will you share and how will you share it? Refer to Chapters 6 and 8 of The Reflective Educator’s Guide to Classroom Research for support in responding to this prompt.

Response: I think that it would be an honor if my assistant principal asked me to share my inquiry journey at the first faculty meeting of the year.  Considering there is a lot to go over at the first faculty meeting, I would prepare a poster board to put on display along with a brochure.  After the meeting, I would keep the display in the staff room and ask for feedback. There is a lot of information to share, and this would allow teachers to take another look at their convenience. There are several things that I would share about my wondering: “How can I create the classroom conditions needed so that my students can be successful in supporting my instruction?”  First, I would give credit to my team for all the time and effort that they dedicated to helping me. They helped me come up with my wondering question, and suggested that I do one class instead of 5 so it would be more doable. They helped me to categorize the students into 3 different behavioral tier interventions, then analyze the data.  I would then share how my inquiry benefited my life as a teacher. I would ask my team I learned how to improve my own instruction.  I would then point out the data collection, with a spot light on the 5 minute challenge, and how it motivated my students as we reviewed our goals and results as part of our lesson. I found that by using a student to assist me in data collection, it gave her the empowerment and self worth that she was hungry for, and increased her behavior as well.  I would make all of my data available for later review because as we know, “The case is stronger when evidence is provided from multiple sources. (143)”   Since the recursive nature of action research has a tendency to lead to more wonderings…

  I would share the commitment that I have made in researching a new wondering question.  The question will focus on how I can incorporate culturally relevant experiences into my teaching.

Last but not least, I would invite my team to give testimonials as to how my inquiry benefited them. As author Dana so eloquently explains in chapter 8 of our resources, “Fellow professionals also benefit from the knowledge you created. (188)”

I feel that any teacher who goes the extra mile to attempt action research for the benefit of increasing student learning is a hero among heroes.

Thank you for visiting my blog,

Cathryn

References:
Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.