EDLD 5364 Course Embedded Reflection

This course, Teaching With Technology, has taught me about several new areas of technology that I can incorporate into my classroom curriculum.  I have the privilege of being selected to be a digital classroom for my district this year.  Therefore it has become mandatory for me to incorporate technology into every aspect of my classroom.  Throughout this course I have learned about several new areas of technology that will help with this goal.  Previously I used technology as a source for enrichment of the curriculum.  However, The CAST website states, “Learners differ in the ways that they perceive and comprehend information that is presented to them” (“The three principles of UDL”, 2013).  After learning about UDL lessons and becoming more of a facilitator rather than a lecturer, I can now see me allowing the students to choose from a variety of sources to reach an understanding of the subject that is being taught. 

I found the constructivist theory to be the learning theory that I could immediately apply to my classroom.  Constructivism is when students come with a set of knowledge that will impact what and how they learn new information presented to them (Southwest Educational Development Laboratory, 1999).   This theory has transformed my teaching style and allowed to students to have a bigger say in their assignments.

The primary focus of this class was to collaboratively create a UDL lesson with a group of people from this class.  We had to learn how to collaborate using many of the same Web 2.0 skills that were being introduced to us in the readings.  We used many of the tools that are discussed such as a Google site, Google docs, eBooks, Classroom Performance System, Kidspiration, and an interactive whiteboard activity to help create this lesson.  Our group was very patient with each other and now feels confident enough in our skills to apply this knowledge to our classroom.  This course has given me many ways to incorporate technology into all aspects of teaching.  I will no longer limit it to enrichment, but will also include it into my anticipatory set, guided practice, and assessment activities.

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

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism.  Retrieved on October 4, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.

EDLD 5364 What I learned in Week 5

The last week of this course had very good videos and readings to help wrap up teaching with technology.  I learned about even more ways that I could incorporate technology not only into my lessons, but also through evaluations.  James Paul Gee talked about using video games in assessment and ways to assess a student’s learning throughout instruction and not only at the end of a unit.  I am excited about revisiting my assessments throughout the year and finding ways to create more authentic assessments and get away from some of the multiple choice tests. One big question brought up by Solomon and Schrum is “can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face” (2007, p. 168)?  Teachers have so much pressure for students to excel on standardized tests and this creates a conflict.  I hope to find a way to use different types of assessments and continue to see my students excel on the mandatory benchmarks and state testing.

The readings from Pitler, Hubbel, and Kuhn (2012) gave me some good ideas on using graphic organizers and reflection as a way to incorporate other types of assessments into my lessons.  This is a perfect example of using technology that will help students examine, process and analyze information in order to gain a deeper understanding of what we are teaching.   Many teachers think technology is complicated, time-consuming and expensive, but the Pitler reading showed that integrating technology should be simple and effective.

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 57-72.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176.

What I Learned in Week 4 - EDLD 5364

This week I have found more than one topic that interested me.  The first thing that stuck with me dealt with technology in the classroom.  Solomon and Schrum (2007) states, “even though massive amounts of money have been spent on training educators, we have not seen a real difference in the ways technology has been integrated into the classroom” (p. 100). This statement reminded me of my action research project on integrating technology into the curriculum.  My district tends to have a spray and pray practice when it comes to technology based professional development.  We have been given the technology products with very little training on incorporating them into the curriculum.  Teachers who have a real passion for technology integration can attend classes in the summer or after school, but they are not required.  The end result is that there is a small handful of teachers who are actively incorporating technology into the curriculum and the majority of teachers are keeping the equipment in their closets and continuing to have teacher directed paper and pencil classroom environments.  I believe that focusing on small incorporation goals will ignite a desire to learn more about technology and increase the number of teachers who use technology in their classroom as a tool.

Collaboration was another topic this week that was stressed in the videos and readings.  There was a plethora of suggested ways to teach using collaborative methods discussed by Pitler, Hubbel, and Kuhn (2007).  Some techniques included Keypals, ePals, WebQuests, web 2.0 tools, simulation games, and videoconferencing.  Project Based Learning was another topic of discussion this week.  During a PBL “students are the center of the learning environment” according to the video, Project Learning: an Overview (2009).  Students feel empowered when they are given a voice in their education and empowerment brings excitement back into the classroom. 

Edutopia.org (nd). Project Learning: An Overview. Retrieved from http://www.edutopia.org/project-based-learning-overview.

Pitler, H., Hubbell, E., & Kuhn, M., (2012). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

Solomon, G. & Schrum, L (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, 99-116.

UDL Lesson Reflection

“Universal Design for Learning (UDL) recognizes that every learner is unique and processes information differently” (CAST.org, 2009).  There are three principles used when designing a UDL lesson.  The first one is to use multiple ways to tell the students about what they are learning.  The CAST website states, “Learners differ in the ways that they perceive and comprehend information that is presented to them” (“The three principles of UDL”, 2013).  The second principle of a UDL lesson involves the “how” a student learns.  “Learners differ in the ways that they can navigate a learning environment and express what they know” (“The three principles of UDL” , 2013).  Teachers are to present information in multiple ways in order to reach all learning styles.  The third principle of a UDL lesson talks about how students are affected by the learning.  “Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn” (“The three principles of UDL”, 2013).  Students differ in how they feel about the presentation and information they receive during a lesson.  A UDL lesson is presented and evaluated in multiple ways in order to keep students engaged in their learning. 

The premise behind a UDL lesson is great.  An environment where every learner is being presented information, and evaluated to his or her own learning style would be education utopia.  However, the requirements and stress that is levied onto a classroom teacher with state mandated testing, district benchmarks, larger class sizes, and multiple levels of learning in one room, would make the process of creating a UDL lesson unmanageable.  A good teacher can create a lesson that reaches all levels of learners and learning styles without the tedious structure of a UDL lesson plan.  I appreciate teachers being reminded of the importance of teaching to every student in your classroom and feel like many lessons are only designed around one type of student.  Yet, I am concerned that teachers who are not a part of a big district with the personnel to help create these types of lessons would be overwhelmed and continue to leave our profession.

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

The three principles of UDL. (April 17, 2013). In National Center for Universal Design for Learning. Retrieved September 15, 2013, from http://www.udlcenter.org/aboutudl/whatisudl/3principles

UDL Group Lesson Plan

CAST’s UDL LESSON BUILDER

Kelly Rodriguez

Jodie Allex

Carrie Allen 

Lesson Overview

Title:	Comparing Complete and Incomplete Life Cycles
Author:	Carrie Allen, Jodie Allex, Kelly Rodriguez
Subject:	Life Cycles of Insects
Grade Level(s):	2nd
Duration:	1 week
Subject Area:	Science
Unit Description:	The students will learn about complete and incomplete life cycles of insects.  They will also compare the different life cycles. Students will engage in several different activities to support their learning and they will have multiple opportunities throughout the unit to share their knowledge.
Lesson Description:	Lesson 3 of 3 The students will compare and contrast the complete and incomplete life cycles of insects.  They will have multiple opportunities to share this knowledge.
State Standards: ISTE NETS C	112.13. Science, Grade 2, Beginning with School Year 2010-2011. (b)knowledge and skills. (10) Organisms and environments.  The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.  The student is expected to: (c) investigate and record some of the unique stages that insects undergo during their life cycle.

Goals

Unit Goals:

1.    Students will identify and describe a complete life cycle. (butterfly)              2.  Students will identify and describe an                             incomplete life cycle.  (ladybug)              3.  Students will demonstrate their understanding                that at the beginning of an animal's life cycle,                some young animals represent the adult while                others do not.              4.  Students will identify, compare and contrast                 the differences between a complete and                 incomplete life cycle.              5.  The student will use the correct vocabulary                 to show that organisms undergo similar                  processes.

Lesson Goals:

Students will demonstrate their understanding that at the beginning of an animal's life cycle, some young animals represent the adult while others do not. Students will identify, compare and contrast the differences between a complete and incomplete life cycle.  The student will use the correct vocabulary to show that organisms undergo similar processes.

Methods

Anticipatory Set:	Share lesson goals and objectives:  Brainstorm in science journal what you know about insect life cycles (Recognition) Fill in a KWL chart (Recognition) Use Socrative App to gauge pre-knowledge of topic (Recognition)
Introduce and Model New Knowledge:   Recognition	Present students with new information appropriate to the lesson: Show Complete vs. Incomplete metamorphosis YouTube video (Recognition) Read eBook Complete and Incomplete Metamorphosis Let's Compare (Recognition) Use images to illustrate insect life cycles (see materials) (Recognition)
Provide Guided Practice:	Divide the class into 3 groups and have them rotate through each center:   Read eBooks Dragonfly Lifecycle and The Lifecycle of a Butterfly (Recognition) Students will sequence complete and incomplete life cycle cards with a partner (Strategic) Watch Harcourt video Incomplete and Complete Metamorphosis (Recognition) Bring students back together to view interactive whiteboard lesson Insects (Smart Notebook Lesson by K. Edlinski)(Strategic)
Provide Independent Practice:   Strategic and Affective	Create a Venn Diagram comparing complete and incomplete life cycles (Kidspiration) Draw a complete and an incomplete insect life cycle Create an eBook comparing complete and incomplete life cycles Create an Animoto video acting out both life cycles Create a rap about insect life cycles

 

Assessment

Formative/Ongoing Assessment:   Strategic	Sequence life cycle cards are accurate Socrative App Quiz Vocabulary is used correctly in the Rap, Animoto, and eBook  Rubric for Independent practice projects Graphic organizers are correct
Summative/End Of Lesson Assessment: Strategic	Rubric for Independent Projects End of Unit Exam

Materials

Modifications: GT - During guided practice the GT students will visithttp://outdoornebraska.ne.gov/wildlife/programs/projectwild/pdf/PPT_pdfs/Life%20Cycles.pdfto learn about types of life cycles. Hearing Impaired - Harcourt video has closed captioning Blind - Harcourt video has picture descriptions, eBooks read the text, YouTube videos, peer coaching   Online Users - eBooks, YouTube videos, Harcourt video, Interactive Whiteboard Lesson, Socrative App Multiple Achievement Levels - rubrics will be adjusted for multiple achievement levels

Images for New Knowledge