EDLD 5364 Course Embedded Reflection

I have gained so much knowledge about using technology in different ways to incorporate into my teaching during this course.  Both textbooks have been very informative and helpful.  The introduction of the Pitler text sets the tone of the book by explaining how technology integration will move classrooms to a student-centered learning environment (Pitler, Hubbell, & Kuhn, 2012, p. 3).  I have known the importance of differentiating my lessons and instruction and I’m familiar with different strategies to accomplish that goal.  However, I had not thought about how technology could be used in many of the ways that were described in the readings.  For example, the KWHL chart that was listed on p. 21 of the Pitler book has taken a typical KWL chart but added the How to find the information.  I actually experienced that problem this week in my class.  My students knew how to “Google it”, but they really didn’t understand how to search.

I found the information from www.lessonbuilder.cast.org helpful in learning how to write a UDL lesson and incorporating all three learning networks.  As I looked through the model lessons that are posted on the site, I realized how much I needed to include so that the varying needs of the students in my classroom would be met.  “The way we learn is different as our fingerprint or our DNA” (lessonbuilder.cast.org, n.d. [video]).  One of the most important things I understood through these five weeks is that there is so much available through technology that there is no reason to not be able to differentiate.

The group project was daunting at the beginning, but my group worked so well together that it actually became enjoyable.  Through collaboration, we were able to accomplish all the tasks that were assigned.  The most important thing I learned from the project was how well collaboration can work.  However, I do think that students need to be taught how to work together.  I can see how throwing kids into groups and expecting everything to work out would be a disaster.  There were several videos during the last five weeks that show students collaborating and James Paul Gee talked about how students need to be able to solve problems collaboratively. 

Overall, I feel that this course was very beneficial in many ways.  Technology has always made me a little nervous, but I have become more confident in my abilities.  I have introduced some new technology activities and I want to continue to add more. 

References

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

Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

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

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

Week 5 Reflection

This week the videos showed more ways on how to incorporate technology into the classroom.  James Paul Gee talked about video games and how the kids are actually using problem-solving skills to play them and how they are constantly being assessed while playing the game.  Many of the kids are also using collaboration to play the games along with learning language on demand.  My own children would absolutely love to have something like that in school!

The Pitler text talked about reinforcing effort and gave examples of ways to show students that success is connected to the amount of effort applied.  Using technology this way is something I had not thought about.  It’s always frustrating to have a few students that do just the bare minimum, just enough to skate by.  I’m going to try effort rubric that was shown on p. 59 and put together a spreadsheet similar to the one on p. 61.  The Pitler book has been very useful because the ideas are not complicated which is what, I think, scares many people away from using technology in the first place. 

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.

Week 4 Reflection

This week the videos and readings were about project-based learning and how to accurately assess all students.  Both the videos and the readings were very informative.

The importance of assessing students’ knowledge accurately was the focus of chapter 7 in the Rose and Meyer text.  “When we consider individual differences in recognition, strategic, and affective networks, we realize that a common test format and administration method will always some students and hurt others, for a variety of complex reasons” (Rose & Meyer, 2002).  This quote stresses how essential it is to use a variety of methods to assess student knowledge.  If we use a variety of ways to teach students, then it only makes sense that we should do the same with assessments.  Rose and Meyer also state, “we can gain a richer understanding of what people know by crossing media lines and assessing content with media not usually associated with assessment” (2002).  Using technology in the classroom allows the teacher to meet the learning needs of all students as well as test their knowledge more appropriately. 

This week the Pitler text described cooperative learning as a way to facilitate group collaboration.  I have always enjoyed using groups in my classroom, but I know many teachers do not see the benefit.  How are students going to learn how to work and compete in the workplace if we don’t use cooperative learning?  “To prepare for the fast-paced, virtual workplace that they will inherit, students need to be able to learn and produce cooperatively-both in person and online” (Pitler, Hubbell, & Kuhn, 2012, p. 74).  My goal is to use all this information and incorporate it into my teaching and share what I have learned with my teaching partners. 

Pitler, H., Hubbell, E., & Kuhn, M. (2012), Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 73-87. 

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

UDL Lesson

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 visit http://outdoornebraska.ne.gov/wildlife/programs/projectwild/pdf/PPT_pdfs/Life%20Cycles.pdf to 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

UDL Lesson Reflection

As I worked on the UDL lesson this week, I began to better understand the design principles in creating this type of lesson.  I was not familiar with this particular way of lesson planning, so I struggled with it at first.  The hardest part for me was the actual layout of the plan.  I am accustomed to planning for different abilities in my class, but with a different format.  I really liked the way CAST (2009) explained why UDL is necessary:

              Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: Recognition Networks: The “what” of learning; Strategic Networks: The “how” of learning; Affective Networks: The “why” of learning.

This was new information for me and I found it not only helpful but interesting as well.  It helped me focus on the lesson planning.  I also made sure to provide multiple examples to reach all students and I provided various ways for the students to express themselves.  Using UDL will be a great way to reach all learners in my class no matter what their ability may be.  I think there will be other teachers on my campus that will be interested in learning about UDL as well.   

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

CAST UDL eBook

View my eBook for EDLD 5364

Week 3 Reflection

This week I found the readings about creating a UDL lesson very informative.  The goal of the UDL lesson is to be flexible with your presentation, activities, and assessment so that you can reach each student in your classroom.  Rose and Meyer (2002) said, “Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time.”  We all know that classrooms are filled with students that have a variety of skills and abilities, so the teacher has to meet multiple needs.  Using different aspects of technology along with the UDL lesson format is an excellent way to achieve that goal.  Following this plan will also help the teacher establish goals and create lessons that access the three learning networks: recognition, strategic, and affective.  Rose and Meyer (2002) explained, “When affective engagement links background knowledge with strategic or recognition tasks, students are more likely to build skills, sustained interest, and deep understanding.”  These three networks work together, but also have separate functions.  The recognition network helps us to understand ideas and concepts.  The strategic network helps us to plan and complete tasks.  The affective network helps us to connect to the “why” of learning.  Creating a UDL lesson will take some time and preparation, but it will allow all students the opportunity for success.

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. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD Week 2 Reflection

This week I have learned about the diversity of learners, different brain networks, Universal Design for Learning, and how technology can affect learning and self esteem.  It has been a very informative week. 

The video on brain research talked about three different brain networks.  The first is recognition, which deals mainly with gathering the facts; what is being learned.  The second is the strategic network, which talks about planning or how things are organized or learned.  The third is the affective network.  This is the one that is most challenging for teachers I think, because it deals with the engagement and motivation of the students.  Are they interested in the lesson or challenged by it? (lessonbuilder.cast.org, n.d. [video]).

The principles of Universal Design for Learning, UDL, allow teachers to design lessons with all learners and their capabilities in mind.  These principles also help teachers use all three of the brain networks when planning lessons and assessments. (lessonbuilder.cast.org, n.d. [video])  The concept of UDL makes sense to me because it brings together good teaching techniques that I have learned about at different times during my career.  It is definitely something that I want to utilize in my practice. 

References:

Lessonbuilder.cast.org (nd). Principles of Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

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. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Post Conference Reflection

I learned about Apple Docs To Go this week during the conference.  Another student posted something about it in the chat log and explained that she used it on the iPads for visually impaired students.  I also learned about you get Office for iPads which is called Quick Office Pro.  I will try that out in my classroom because we do use iPads and it's always a problem when you want the students to type.  My group had some questions about our project which were answered.  Dr. Abernathy did say that could email her during the week with any questions we might have. 

Post Conference Reflection

This week was extremely busy with the beginning of school.  It’s going to be a big balancing act to get my classwork done and this work done at the same time.  I was a little frustrated that the web conference was cancelled on Thursday because I had questions about the homework.  I did get my questions answered but I am concerned that all our web conferences will be happening on the weekend instead of earlier in the week.  However, I’m sure most of us have lots of things going on during the week and the weekend might just be a better time. 

EDLD 5364 Week 1 Reflection

Through this week’s readings and videos, I have been particularly interested in the constructivism theory and how it will fit into my students’ technology use in the classroom.  We know that students learn in many different ways.  The Constructivist Learning Theory tells us that a learner-centered lesson provides more opportunity for discussion and student responses.  The goal is to connect the students’ prior knowledge and experience with a current experience.  Technology can definitely enhance this by allowing each student to work at an individual pace.  With this model, the teacher becomes more of a facilitator allowing for the students to become the problem-solvers (SEDL, 1991).  We are using more project-based learning in my district and this type of setting is much more conducive to that.  As Solomon and Schrum (2007) point out, “Using collaboration and communication tools with educational methods that also promote these skills – such as project-based learning – will help students acquire the abilities they need for the future” (p. 18).  It is important for me, as a teacher, to help my students not only be ready for the next grade, but to take more ownership of their learning.  I need to step back to let my students discover more on their own and stop directing so much.  PItler, Hubbell, and Kuhn (2007) state that, “Research shows that integrating technology into instruction tends to move classrooms from teacher-dominated to student-centered learning environments” (p. 3).  The article “If I Teach This Way Am I Doing My Job?” was very informative.  It reiterates the fact that there is going to be some things that students are not interested in, but need to be taught nonetheless.  However, the teacher does allow for the students’ responses to further the lesson (Sprague & Dede, 1999).  With this information, I now have a better understanding of how to guide my students instead of tell them what to do.

The Theory of Connectivism also supports technology in the classroom.  In fact, Siemens believes “that using technology and making connections are linked” (Solomon & Schrum, 2007, p. 40).  Because learning is considered to be a continual process, “learning and work-related activities are no longer separate” (Solomon & Schrum, 2007, p.41).  The idea that students need to fully understand where to find information really hit home with me. 

The Cyborg Learning Theory was a bit more difficult to fully comprehend, but I do agree with the idea that it will help our students and our institutions be ready to adapt more easily to the rapidly changing technological advances.  McPheeters states in his article “Social Networking Technologies in Education” that, “Learning how to learn will become the new curriculum” (2009).  That does fit into the idea of connectivism, in that; students need to know where to find information. 

I have felt a little overwhelmed this week with all this new information, but I am excited to apply what I have learned in my classroom.  I need to adapt my way of teaching to include these new ideas. 

McPheeters, D. (2009, March). Social networking technologies in education. Tech and Learning, 29(8). Retrieved from http://www.techlearning.com/article/16250

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 7-44.

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

Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf