EDLD 5364 Week Four

This week's enlightenments consisted of the importance of equitable testing of students, cooperative learning techniques, team teaching, and how to create professional development programs.

I learned that without in-depth planning and consideration of all students’ needed support systems in place, we are doing them an injustice when assessing.  This is true especially if the student has relied on the support to remove barriers during the learning process. The UDL blueprint gives guidelines for creating assessments that are fair and accurate. Learning differences, media characteristics, supports, and poorly integrated curriculum all confound efforts to accurately assess. Flexibility appears to be the key to generating fair and accurate assessments.

Cooperative learning is certainly not new. But, the use of technology and multi-media tools in order to deliver lessons, create products, and assess makes it seem like it. I subscribe to the thought that technology should be used as often as possible.  With cooperative learning, it is almost a must-have. The ability of team members to journal, interact, plan, and revise using tech tools makes cooperative learning almost unlimited. Students have built-in support. It can be carried out within a single classroom, across a campus, statewide, and internationally.  Cooperative learning techniques with technology engages, tracks student progress, assesses, and can highlight where remediation is needed.

Team teaching is not practiced much anymore, but the example I viewed in one of this week’s videos illustrates how well it can be implemented across curriculums of different content and subject matter. This type of teaching can address the whole child. It can give a student the flexibility to choose how they want to learn or what they want to focus on while learning.

Resources:

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007).Using technology with classroom instruction that works.Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

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, http://www.cast.org/teachingeverystudent/ideas/tes/

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

Web Conference Reflection for March 18, 2012

The week's web conference was again enlightening. I still had to merely be in attendance in order to get questions answered. I got tips on how the scenario needed to be completed. I found that we made a good choice in keeping our UDL lessons centered on the same subject and topic. My team can easily choose which facet of our topic, the American Revolution, we will use and plan to illustrate to our mentee how to conduct the lesson using tech tools to address all learners' needs. It seems to me that this week is much easier than last weeks'. That may be because I am not pushed for time. Or... it may be because I have a firmer grasp on what the assignment entails. Either way, the conference was a success.

There were websites shared by attendees that proved quite useful. Most notable of these was http://teachingwithtechnologyedld5364.wikispaces.com/. This site has an extensive list of UDL lesson plans and websites addressing this course’s assignment. If I had had access to this site before the start or at the beginning of the course, I believe it would not have been so stressful. But, perhaps the true lesson is in struggling through it and finding out about it yourself. I accepted and completed the challenge.

Ebook Design and Reflection

The Road to Revolution

http://bookbuilder.cast.org/view.php?op=view&book=58209&page=1

The above link is to my eBook. It took some time getting used to and I have a few patches of hair missing, but it is done. The program is not user friendly if you’re short on time. I now know why we were prompted to work ahead if possible. The eBooks’ setup allows the author to insert text, pictures, hyperlinks, sound, and their recorded voice. After mastering the steps to getting it all done, I see where it could conceivably be taught to students. Hey, wait a minute; I forget which subject I’m referring to. Hmm, it may have been easier to have students visit the site, figure it out, and then teach me. The ability to manipulate the text size, have the text read, and include coaches at strategic points, gives this software the potential to do wonders. I look forward to utilizing the site when I have more time to devote to it. I viewed a YouTube video showing an alternate if not easier way to construct an eBook.

Reference:

Mainieri, Kris, (2009), How To Create An EBook - Fast, Easy and Free. Retrieved from http://www.youtube.com/watch?v=U9MVXsg8Snw on March 17, 2012.

Universal Design Lesson and Reflection

Creating a UDL at first seemed daunting to me. It appeared to have too many components. But as I thought back over how I was taught to prepare lessons plans, I needed only incorporate additional technology use into my plans. Also in this case, I was to focus on a group of students with particular needs. I chose to gear my lesson toward students who were low achievers. I believe I managed to design a set of lessons that will give them additional support as they learn. They will collaborate as partners or work individually to complete one facet of the lesson. They will work in teams of three or four to complete a different component of the unit and will complete homework assignments on their own. The activities are designed to provide hands-on exercises as an alternative.

Students will have multiple opportunities to demonstrate understanding of the content. They will also take part in designing the rubric to assess their team products. The recognition, strategic, and affective domains are addressed through a variety of activities. I believe this unit will get students motivated and willing to participate on all levels.

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Road to Revolution
Author:	Ava Guidry
Subject:	Social Studies
Grade Level(s):	Eighth
Duration:	Three 45 minute class periods
Subject Area:	United States History
Unit Description:	American Revolution/Creating a New Republic Students will explore reasons behind the revolution in America that occurred between 1763 and 1776. They will learn of the political, social, and economic conditions that fostered the need for war.
Lesson Description for Day:	Causes behind the Revolution: colonist were taxed to offset the cost of the British defense of them during the French and Indian War the British imposed harsh laws to impose authority over the colonists colonists had no representation in British parliament colonists believed their rights were being violated protests were made the British sent troops to put the colonists back in line the colonists would not back down war erupted
State Standards:	8.01  History (A)    identify major eras in U.S. history through 1877 and describe their defining characteristics; (B)    apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 8.04  History (A)  analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.

Goals

Unit Goals:	The student will understand significant political and economic issues of the revolutionary era. The student will be able to demonstrate an understanding of the reasons behind the American Revolution. The student will create and present a product illustrating his/her understanding of a key factor that led to the revolution.
Lesson Goals:	The student will understand the causes of the American Revolution and the ideas and interests in shaping the revolutionary movement. The student needs to know the foundations upon which this country was built.

Methods

Anticipatory Set:	Students and teacher use Microsoft word and an interactive white board to create a KWHL chart on the American Revolution.
Introduce and Model New Knowledge:	Students search websites to gather information on the American Revolution. They have the option of working in pairs or solo. They use Inspiration to plan a short power point on one of the issues or ideas they locate. Students should list at least two resources. (Recognition)
Provide Guided Practice:	A teacher made power point is used to focus students on the most important issues and ideas. Students respond to questions while viewing the power point. This note taking tool is available online and via hard copy. The note taking tool is color coded for low-achieving students. http://www.learner.org/vod/vod_window.html?pid=2253 Students view the above website as homework to reinforce and amass knowledge from a different perspective. Students are to respond to the viewing of the above link in the class blog. (Strategic)
Provide Independent Practice:	In groups of three or four, students choose a side, whether patriot or loyalist, to create a product for persuasion. Students may prepare a pamphlet. They may use paper and pen or pencil or a software application. As an alternative, students may produce a podcast or digital storybook. They are to convince the opposing side to embrace their ideas regarding the conflict. They may choose any event that happened during the time period to use as a means of persuasion. Low achieving students are grouped with high achievers for guidance and assistance. The assignment may be worked on during class as well as at home. (Affective)

 

Assessment

Formative/Ongoing Assessment:	Student online journaling through blogs; student produced pamphlets, podcasts, or storybooks will provide ongoing assessment of mastered concepts, along with presentation of the pamphlet, podcast, or storybook. Students and teacher use one of the online rubric building sites to prepare the grading scale for the products.
Summative/End Of Lesson Assessment:	This will be done through survey monkey so that responses can be tallied and mastered concepts noted. Those still needing work can be quickly and clearly known.

Materials

Web Sites America's History in the Making http://www.learner.org/vod/vod_window.html?pid=2253 A video course for middle and high school teachers; 16 half-hour video programs, faculty guide, online textbook, and Web site.   American Revolution http://en.wikipedia.org/wiki/American_Revolution#Summary The compilation of the American Revolution by contributors to Wikipedia.

Video & Audio Resources Interactive Whiteboard Students and teacher use this during the KWHL generation and when reviewing the note taking assignment. Students and teacher use it to view, whole class responses to the blog posts. It may also be used when presenting the students' finished products.

Other Resources 5-1 Taxation without Representation https://sites.google.com/site/scenarioproject5364/lessons/5-1-taxation-without-representation?pli=1 The location of the PowerPoint to be used by the teacher during the guided practice portion. The note taking documents are also located here. Computers with internet connections We will be working in a one to one classroom. Various internet publishing software programs such as Podcast, Animoto, Edublog, Poll Everywhere, Survey Monkey, and Edmodo.

Teaching with Technology Week Three Update

My team chose social studies as the subject for our UDL lessons. I was intrigued to find reference to teaching social studies within the reading of Web 2.0 tools. In the section on social studies, I learned that I was on the right track with my lesson planning. The use of wikis, podcasts, and blogs was illustrated. These can be utilized in all subjects. One additional instructional technique I learned was the use of "studycasts" being posted as a guide for review before tests. This technique really ties in with what my team is using in our lessons. We will use note-taking tools and test study tools that are accessed online.

Of the resources mentioned, there was one entitled Teaching Matters. They have the philosophy regarding assessment that “What gets measured gets done. If we only measure basic skills, we are unlikely to teach the creativity, problem solving or critical thinking skills required for success in the 21st Century.” Construction of scoring rubrics will help focus what gets measured. They also believe testing should include “a combination of standardized and performance-based assessments to measure results and adjust instruction.” (Teaching Matters, 2012) The standardized testing is in place. I will use the generation of a product to serve as my performance-based assessment.

References:

Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 77 – 98.

Teaching Matters, Inc. (2012). The Partnership for School Innovation. Retrieved on March 14, 2012 from http://www.teachingmatters.org/partnerships/home.

Web Conference Reflection March 11, 2012

The most profound memory from the week's web conference is that I thought it one of the most beneficial I had ever attended. I managed to get my questions answered (all but one) without asking. The attendees were lively, shared ideas, and information about the week's readings that I had not gotten to. There was lots of excitement and willingness to share. They made the assignment appear as if it would be fun and easy. The fun would be there for me if I had not had to play catch up. All in all, I learned that since my group only has three members, we need only address three of the student groups. I have to make an eBook. Must confess, I tried it and did not get "fun" out of it. Perhaps it was because of my high expectations. I will attempt it again with a more reasonable goal.

Teaching with Technology Update Week 2

Reading about using technology in the classroom this week has taught me how easily it can be implemented.  Making and using KWHL charts, using shared websites with students, and utilizing the effectiveness of parent communication were all illustrated. The book Using Technology with Classroom Instruction that Works by Howard Pitler, (et al.) may become my bible for completing the technology research project I have planned.

Teachers set learning goals for students because of mandated standards and benchmarks, but allowing students to set their own goals and learning objectives increases their achievement in the classroom. A KWHL chart generated via technology allows students to generate, edit, and modify goals. This week’s reading in the above-mentioned text offered tips on how to use ‘Kidspiration’ and ‘Inspiration’ to set goals. Setting goals gives students ownership in their learning leading to increased motivation and participation.  

 “Specific, criterion-referenced rubrics let students know exactly what is expected of them. However, rubrics like these are not always easy to design and can eat up precious lesson planning time…” (Pitler, et al.) There are “free” online templates for rubrics that can be used as is or modified; readily available for student and teacher use. They cover a wide range of subjects and topics.

Another idea I found useful was data collection via the use of surveys for pre-assessment and post assessment of student knowledge. Survey’s can help identify learning misconceptions and narrow down objectives needing the most attention. Students may be able to choose from the identified objectives to set their goals for learning.

Reference:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Teaching with Technology

It appears that the advent of teaching with technology is firmly in place and will do nothing less than become the norm. Since 1968, it has been steadily growing as a means to educating students. My learning this week included the three types of learning theories that are Constructivism, Connectivism, and Cyborg. Of the three, there was one in which I had no inkling. That was the Cyborg theory. Cyborg theory is based upon the notion that computer chips can be implanted into the body to enhance learning. Hmmm. Probably won't be widespread in my lifetime. The other two, constructivism and connectivism are in daily use, sometimes without instructors even knowing it.

Constructivism is based on the theory that knowledge is acquired through building upon what is already known. "Learners combine experience (action) and thought (reflection) to build meaning." (SEDL, 1999) Connectivism is based upon the notion that people connect new information to what is already known and the connections foster understanding. In this way people take what fits into their scheme of things and reject what does not fit. These two theories though different are somewhat the same.

According to Pitler, Hubbell, Kuhn, and Malenoski, using technology in the classroom allows the teacher to meet all students’ needs through differentiation and it also enhances the learning experience. The pairing of effective teaching strategies and technology, along with using the book’s guide as to when to use these components should prove fruitful. The book promises to cite examples of research-based lessons which has me looking forward to completing the reading.

References:

Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va. Denver, Co: Association for Supervision and Curriculum Development Mid-continent Research for Education and Learning.

Southwest Educational Development Laboratory. (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on February 29, 2012 from http://www.sedl.org/pubs/tec26/intro2c.html  

Warwick, K. (nd). Cyborg Life. Youtube.com. Retrieved on March 1, 2012 from http://www.youtube.com/watch?v=RB_l7SY_ngI