Monday, September 26, 2011
Oops, forgot to attach. First Time blogger...
Negotiating Professional Boundaries in Teacher Blogging
Teacher Blogging (with a hint of UDL)
Before discussing what stood out for me most about this week’s readings, I just want to briefly discuss Universal Design for Learning, which immediately brings me back to my student teaching days (although this was only last year) when I worked in a 5th grade classroom. In this classroom, there were 36 students. Yes, 36! Students came from all different backgrounds with different learning styles and needs. To accommodate all the students, it was important, if not necessary to incorporate universal design and the specific strategies that Firchow mentions in her article. In doing so, I also learned that while some of these strategies may have been initially intended for the select few, they actually ended up benefiting most, if not all, of the students in the classroom... a win-win situation.
While I am currently not a teacher in a classroom, I was a student teacher in two different settings last year. Throughout my experience, I have found that while teachers may look to their colleagues for support, depending on the environment, that it may not readily be accessible. It may be for a number of reasons; perhaps there aren't colleagues you feel you are comfortable with and can connect and I may be wrong but please comment if you do, but I found that some teachers can be competitive with one another and may not want to provide support and additional resources to their colleagues. It can all become very political… But here, with blogging, working with peers (however distant they may be and while it may not be face-to-face) is extended to a new level. Comments, questions, fears and worries can all be discussed in an open, honest and supportive forum.
If I was a first year teacher, I would seriously contemplate using blogs on a daily basis. I find that it will allow me to voice my opinions and concerns without the fear of embarrassment, while also being given support from others who may be or have been in my position. In doing so, I may even assist others who may be in a similar position . Essentially, I believe that if used in the right way, blogs can certainly be used by teachers to grow as professionals and one that all teachers should consider using.
Lost in Translation: UDL from Theory to Practice
A Universally Designed Classroom
Working as an assistant teacher in a special education school, where students have a variety of different learning needs, I am constantly using the principles of UDL in my classroom. I try to provide multiple methods of presentation in as many lessons as possible, so that each student can best attain the material with his or her learning style. For example, when I present information orally I make sure to use visual supports through charts and the smart board, as well as multiple media, like videos, in order to appeal to students who are more visual learners.
I believe that motivation and interest also play a major role in learning, which is why at the beginning of the year I have students fill out an interest inventory about their interests, likes/dislikes, and subjects they would like to learn about. This allows me to tailor my instruction to the topics that students are interested in, enabling them to become more engaged with the content of the lessons. One example of this can be illustrated in my math class, where my head teacher and I arranged different stations, including areas for: an educational computer game with different levels, a math board game, hands-on materials, and oral instruction. The students would rotate every 10 minutes, allowing them to interact with the material in a variety of ways.
In addition, I recognize that students have strengths and weaknesses in their ability to express what they have learned, which is why I try my best to give options for how students can do a given assignment. For instance, in reading, I often allow students to choose whether they would prefer to draw, write or type a response. Regarding big projects, I try to give students a choice of creating a slideshow, portfolio, or a traditional paper. This provides them with multiple means of expression, allowing those with graphomotor challenges to use the computer, and those who have word retrieval or expressive language difficulties to engage in a more creative and artistic projects. Even though sometimes It might be difficult to navigate online technology and keep up with all of the new digital trends, I strongly agree with Baird (2006) that it is important to “keep abreast of change and embrace digital learning styles through curriculum design which integrates the authentic ways that students use social media,” as this will allow children to become more engaged with the material and construct their knowledge in a way that is centered around their own learning needs, strengths, and goals.Technology In The Classroom
Since I have just started my studies at Bank Street, I do not have my fieldwork experience yet to compare technology to learning in my classroom. Although throughout my college career I tend to find that I enjoy taking classes more that present the material through powerpoint rather than simply speaking in a large lecture. I feel that I tend to gain better knowledge by seeing the words written out and organized rather than being told the information quickly and not having enough time to write it down.
Similarly to what many people had written on their posts, the smartboard is an amazing invention that can act as a projector that you can write on to add whatever information you want. Firchow mentioned how, “universally designed curriculum overcomes limitations by incorporating three principles of flexibility into the design: multiple methods of presentation, multiple options for participation and multiple means of expression”. She also stated how “UDL stretches beyond accessibility for the disabled”, therefore opportunities such as adding UDL to the classroom can provide students who need special assistance to have equal opportunities to the rest of their peers.
Also, as stated in the article, Learning Styles 2.0: Digital, Social and Always On, by adding digital learning to the classroom truly does provide for interactive learning. As shown also by the video clip in class last week, technology does provide motivation and drive for the students to want to complete the task and work. Even though I do not fully agree with the massive use of technology that children use today, it really does catch the students attention and make them want to complete the task when brought into use.
- Melissa Jurist
Technology Professional Development needs
Prior to starting this class, I thought I had a lot of experience with technology. After all, I own an iphone, Mac Book, and Kindle. All of these devices are a part of my daily life. However, this weeks readings made me realize that I am nowhere near as tech savvy as I thought. RSS feeds and Wiki’s are something that I have never used, because they always seemed unnecessary.
My current classroom is a pre-k inclusion class of eight students. Five students have hearing impairments and wear hearing aids or Baha Implants. The Baha Implant is a device that allows sound to be conducted through the ear bone, rather than the middle ear. Hearing aids simply amplify sounds and are worn in the ear. The classroom also has a sound amplification device that requires the teacher to wear a microphone. At the beginning of every day, a teacher checks the Baha or hearing aid of each student. If the devices are not working properly, they are cleaned or sent out for repair. Since this a pre-K classroom, there are no computers in the classroom. Teaching staff has a separate room with computers for lesson planning and personal use.
My technology professional development needs require familiarization with the audio aides used by all my students. Since this is my first few weeks of teaching children with hearing loss, my knowledge of assistant technology is minimal. Once I better understand the assistive technology, I will be able to address issues of UDL and other instructional technologies.
Sunday, September 25, 2011
Confessions of a Digital Dinosaur
In addition to learning about the use of technology with students, something that could aid my own professional development would be more training in the use of technological tools to assist in the creation of authentic teaching materials. Embarrassingly enough, I have labored on the computer for hours trying to figure out how to make my classroom schedule with different size time slots for each day. I have struggled to find an easy way to create lined paper on Word that does not become skewed when auto-correct kicks in. I don't know the first thing about creating a spreadsheet, but I am sure that is something that would help me track data about my students. I feel like somewhat of an old timer facing these issues, but in conversations with other teachers I know I am not the only one. We are taught how to help struggling readers, how to stimulate strong problem solving skills, and how to develop classroom community, but I would also love to be taught those seemingly simple things that would make the bookkeeping end of teaching easier.
UDL in the Classroom
I spent most of my undergraduate career in progressive classrooms where children were encouraged to find their own learning styles and embrace individuality, and I could easily see the UDL implemented in such environments, where the methods are an extension of the overall philosophy. However, I recently began working in a charter school in the South Bronx, where high expectations and structure are valued and teacher directed instruction is the primary method utilized. While UDL has been briefly mentioned in professional development sessions, I feel that it would be extremely difficult to implement in a school system where the educational philosophies are at odds with the basic pedagogies of UDL.
While some of the principles would definitely benefit children with special needs, it may be difficult to convince teachers to dramatically alter their methods on a larger scale, especially towards student-directed learning. Having come into my recent place of employment and observing all the changes made at the school this year as an outsider, I’ve seen how difficult it has been for the teachers to accept change, as positive as it may be. I suppose I’m left with the question of whether UDL must be supporting by an overarching school culture, or whether it can be successful as a curriculum on its own.
My technology professional development needs
I find the above uses for the computers to be great but I know that they are not being utilized to their full potential. I am looking forward to seeing how I can become tech savvy and integrate useful concepts like UDL to help the students in my future classroom, mostly ELLs and children in special education.
Thoughts on Universal Design for Learning
UDL in my class
UDL in my Classroom
I have also found the program Co: Writer to be incredibly helpful with older students. Students select a topic they are writing about and the program pulls up a "word bank" that provides words that might be helpful in writing a paragraph on that particular topic. This is helpful for students who may not know where to begin and are stunted by looking at a blank page. The word bank gives them a broad road map or ideas of what would be included in a paragraph about that topic. In addition, this program has a spelling predictor function: this benefits students who sometimes get bogged down in the mechanics of writing, and instead frees up more space for students to focus on the content, rather than the spelling/mechanical aspect of writing.
KidSpiration is a great program that allows students to use graphic organizers (including concept maps, Venn Diagrams, etc.) on the computer. When creating an outline, the program takes the concept map and turns it into a more formal outline from which students can base their essays on. I have found this to be an incredibly helpful tool with my 8 & 9 year old students.
UDL and Technology in Kindergarten
Having learned about UDL during my undergraduate studies, I support the notion that UDL provides meaningful opportunities for all types of learners. If a specific accommodation is made for a certain type of learner, essentially that accommodation in turn can benefit other students; learning becomes increasingly accessible and ultimately boosts our students’ motivation and confidence in their abilities. After reading the article on Firchow’s UDL guide for parents, I can see how technology (when used appropriately and meaningfully) can offer a wider range of students access to the material being taught in the classroom.
As a third year Kindergarten teacher, my co-teacher and I have revised our assessment techniques to accommodate our increasingly diverse student body. In relation to UDL, we begin our ABC unit in the early fall by providing our students with kinesthetic (i.e. trace letters in the air), visual (identify picture cards that begin with the letter), and tactile (use of objects that begin with the letter) opportunities as a means to show evidence of their understanding of the alphabet and letter-sound correspondence. When a SMART Board was installed in our classroom two years ago, we have since explored and utilized this technology to support our students’ reading readiness skills. In addition to the aforementioned reinforcement activities, students use the SMART Board to trace the letters with the SMART Board pen, organize images into a chart that begin with a particular letter sound, and listen/sing-along to alphabet-related songs. I strongly believe that technology should not replace our methods of quality teaching; however I do see it as another means of enriching the learning experience for our students.
While technology can support UDL, I have my reservations like most educators. I have used the SMART Board and the Internet to teach lessons to my Kindergarteners, yet I am always reflecting on the impact and meaning it has on their development of certain basic/foundational skills. A question that I continue to ask other early childhood teachers who have attempted to incorporate technology: What types of technologies have preschool and early elementary teachers had success (or failure) with in their classrooms?
UDL, a positive experience.
As I mentioned in our first class, I am not a teacher. However, most of time is spent in a classroom supporting both students and teacher. I see various forms of teaching and learning from grades K-8. As Tobias said UDL is simply, about providing alternative forms of learning. In my experience, I have found that teachers who utilize UDL strategies had more class participation/engagement, students take more pride in their work, are eager to learn more, communicate their thoughts more effectively, and were more accepting to peer and teacher review/critic and, there was more collaboration among our young scholars. I saw all of these results while working with 7th and 8th graders’ on project for their literacy class.
I am not sure which I was more impressed with, the outcomes of UDL or, our 7th and 8th grader literacy teacher’s ability to teach literacy through web-based programs like Prezi, Glogster, Gradebook, IPhoto, and IMovie which allowed students to create exceptional projects.
Prezi- is a more fun, more creative web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. It was presented to students as the newer power point. It allowed students to insert text, images, videos other objects into one project. This helped students create a timeline and tell a story through web artifacts.
Glogster- Is a unique way of creating multimedia posters. It was with the use of gloster that students were able to collaborate with one another and as a classroom. Like Prezi, it allowed students to insert videos, pictures, texts, etc. Glogster also allowed students to share their work via blogs, wiki’s and webpages.
Gradebook- Gradebook along with gmail allowed students to communicate with Ms. Roberto (the Literacy instructor) and other students, in and outside of the classroom. It also allowed students to view their academic progress and grades. This encouraged students to take an active role in their learning and made them take responsibility for assignments and grades.
Imovie and Iphoto- When I showed students my flipcam and asked them to participate in a project I was doing for Bank Street, they became slightly obsessed with the ability to create movie, music videos and videos utilizing Imovie and Iphoto. Other students borrowed my camera and created a stop motion animation film. Students gained an understanding of the editing and film making process through these web based applications.
I think all of these web-based programs empowered our students. It allowed students to explore, create and take charge of their own learning. Our students became jazzed about learning and coming to class each day. These resources kept students engaged and overall, allowed students to overcome learning barriers that they typically would ignore or not participate in. My hope is that more teachers would explore the benefits and effects of UDL and incorporate it into their daily lessons.
Sharon Ahram
Saturday, September 24, 2011
UDL and a traditional classroom setting
I recently in my student teaching assignment did an assignment that was about blogging online/posting comments in response to a video of the first Joe Louis & Max Schmeling fight. The kids watched a u-tube vide of the fight and had to post 3 comments (their own and 2 responses) about the fight. This is all part of unit (Read Aloud of a possible Newberry book) that takes place in the 1930s. I was actually surprised that most students had posted and began a string of comments on the same day the assigment was made. They asked during the read aloud if they were going to watch a video and were excited to know that was part of the assignment.
Every few days, I post an assignment online, typically having them respond to images, videos or sound, related to the story/the book. But this really only addresses the participation option - we discuss the book/characters in class. Well maybe it also addresses both the expression and presentation option - because I usually highlight /change fonts of certain concepts along with having those who can express themselves orally and others express themselves online. We also recently did an essay on sacred spaces where they ended up creating a sketch and doing a torn paper collage of their own sacred space for the unit on world religions. Is this all that needs to be done to qualify/meet the principles of UDL?
I wish in my daughter's classroom this was done. She is a struggling writer and tends to be more of a visual/auditory learner. All I have seen in the public school she attends is the option of doing the summer projects in different formats (cereal box vs mobile) or spelling exercises (making a bookmark vs doing color pencils). Creative options, yes, but truly UDL...I'm not quite sure. The future is curriculum done all online -I'm not quite sure more Math programs like EDM/TERC aren't available online for students to be able to manipulate and interact with Math at their own pace, in a more visual manner with the ability to alter the content for students.
UDL and Technology in my classroom
Audio – Some children, whether it’s an actual learning disability or just their personal style and preference, either can’t read music on a page or just can’t bring themselves to focus on written exercises. In this case they always respond well to audio listening exercises and imitative learning based on what they are hearing. Some would call this transcribing although since it’s not being written down, it could be called audio-imitative transcription. The technology used would be a traditional stereo or radio but in these times it’s usually and iPod, iPad or Smart phone plugged into the radio with an adapter.
Video – Some children are not able to pick up enough of the details when listening to music that are necessary to transfer to an instrument. In this case video comes in very handy and for that, YouTube is the answer. It is truly incredible how many music videos are available online now. In the past, it was a challenge to find the various physical VHS and DVD’s necessary to learning. So now a student can see first hand how to execute a certain passage on their instrument and it makes a world of difference.
Garage Band – Sometimes it is very useful to use an audio exercise to play along with in order to strengthen certain skills being learned. It is very hard for beginning students to play along to professional recordings and additionally, it is hard to find the just-right recording at the appropriate tempo or in the correct key. In this case, Garage Band comes in very handy. Other software like Protools works great too but is more complicated than what is needed here. In Garage Band, it is very easy to quickly input an exercise, loop it, and then bounce it to an audio file for export or burn to a CD.
Smart phone, digital recording device – all of these devices usually have a way to record live. Recording oneself playing exercises is a very useful way to hear the specific places that need extra attention when learning new skills. Also, often times, a student can’t hear or is unaware of the mistakes he or she is making. I can playback an exercise that one of my students just played and they can learn how to hear the difference between a well executed passage or a poorly executed one.
These are just a few ways in which technology helps to further the cause of Universal Design in Learning. I have worked with both children and adults who have Multiple Sclerosis, ADHD, Down Syndrome, Asperger's Syndrome, and other challenges. These various avenues mentioned above have helped to get around certain impediments presented by people with disabilities and others who don't have disabilities.
By Tobias Gebb
Friday, September 23, 2011
Concerns about Social Media in the Classroom
Tuesday, September 20, 2011
Okay so I'm probably the last one to figure this out!
Monday, September 19, 2011
Hello
Emily Cassaro
Blog is a verb?
:). Sorry! Just making fun