Readings & ReflectionsArticles: Ralabate (2022), Universal Design for Learning: Meeting the Needs of all Students. Posey (2014-2023), Universal Design for Learning (UDL): A teacher's guide. Carroll (2022), 7 Universal Design for Learning Examples and Strategies for the Classroom.
I feel like I've been living under a rock, how have I not learned about Universal Design for Learning until now? I know that the guiding principles of engagement, representation, and action and expression are very much imbedded into the every day life of a teacher, I have just never read about this. So there was much for me to learn and share. First off, it seems simple enough to implement on paper: 1. Define the appropriate goals: make sure the goal is open-ended and based around standard, lending to a variety of ways to demonstrate the knowledge. 2. Assess the diverse learner needs: find out what makes the kids tick. What are their strengths, weaknesses, interests, talents, cultural backgrounds, etc? How do they learn best, how do they execute learning plans, how do they communicated, etc? This helps you figure out how to fill in the gaps of the curriculum. 3. Evaluate curriculum barriers: Where is the curriculum lacking? What are the actual barriers of the curriculum? This will give you insights into how you can make the curriculum accessible for all. Then BAM! You can simultaneously create an environment of choice with various and easy access points for all learners in the way they learn best. Yes, simple on paper, but it does seem more complicated in real-life. I see a connection between this learning design similar to this project-based learning (PBL). Back when I taught all subjects, I used that design and I would create a goal that was open-ended and based around standard, much easier to do with science, social studies, and ELA. Then students would be given a variety of ways to show they mastered the goal, and an opportunity to choose their own adventure as well. They were given various ways to learn the content as well, books, articles, videos, hands-on experiences and models. All similar, the only difference was the curriculum, as PBL was it's own curriculum and UDL seems to be a way to help teachers to differentiate their curriculum. Even though these 3 areas for implementing UDL in action seem simple, I think about the contexts of which they must function in a classroom and I am overwhelmed. How does one do this for every lesson? How do you create so many entry points that allow so much freedom to choose the way they show mastery of the learning goal in a timely way? It seems simple with content area such as science, social studies, ELA, and even it the context of this class, but as a math teacher I just need some more ideas on how to give multiple entry points. I know it says to start small with little things like increasing comprehension first, then by adding a varied amount of ways to demonstrate their learning.......but then I'm countered with the thought, but end of year/state testing does not give them this option. It seems unethical when they won't be given that opportunity as the way to demonstrate their knowledge. I feel like as educators the good educator in me says YES, UDL for everything-- learning is more important. The educator in me that is being barked at by administrators and coaches to get them ready for testing and I just don't see how UDL does that says, a little bit of UDL, but then more test prep and deciphering complex language. Yes, UDL might provide them an opportunity to show mastery at a deeper DOK, but will that prepare them for the variables of a RISE test when so much of the state level testing seems to be focused on a child's ability to decipher what is being asked, instead of their ability to actually share and use that knowledge. Having read and reflected on UDL brings up a lot of these complicated thoughts for me. Which of the UDL guidelines are relatively easy to apply to your lesson planning, instructional materials, or teaching practices? Which ones do you find particularly challenging to apply? For the ones that are difficult to apply, what would help you? Engagement and representation seem to be the easiest for me to apply to my practice as a math teacher, however action and expression seems to be the most challenging. As a math teacher I am really struggling to see multiple ways for students to express their knowledge in a timely way. Asking kids to create a video, slideshow, etc. doesn't seem very efficient in terms of class time usage and homework at my school has a very minimal turn in rate, so it would have to be done in class, but so much of class is used to help students learn the concept and pacing would not allow me this additional time to give opportunity to have such variety for demonstrating knowledge. So I guess I'm struggling to figure out how to do this regularly in a math class that has poor homework rates and is limited on time. https://www.cast.org/impact/universal-design-for-learning-udl?_gl=1*50ndoc*_ga*NjExMTQ5ODAwLjE2ODgwNTE5ODg.*_ga_C7LXP5M74W*MTY4ODA2MzgyNC4yLjEuMTY4ODA2NTI3NC4wLjAuMA.. Final ThoughtsAs I've worked through trying to find and download Tellagami and spend countless hours trying to create something engaging on puppet pals, I've resorted to the good old fashioned writing for this assignment. How fitting that I've tried all of these varied representations of my knowledge on the week I finally learn about Universal Design for Learning (UDL). I've learned so much, have been conflicted in so many different thought processes I've gone down, engaged with a few classmates who are also struggling to understand how to find ways to implement access and engagement in the math classroom, and am excited to sum up my learning.
What I've learned about UDL is that it's a learning design that helps teachers to create a more flexible curriculum that engages and challenges all our students. UDL's goal is to minimize barriers and maximize learning, which is where I will focus. How does UDL minimize barriers? UDL challenges teachers to get to know their learners in a way that is meaningful. Who are they? What are their strengths and weaknesses? What is their cultural background and how does that affect the way they learn? How do they learn best? Are they able to follow, plan, and/or execute a learning plan? When you know these things and much more, you know what will help them, what will engage them, and how to make their learning experience better overall. It gives you avenues to reach your learners where they are and to take them on an educational journey. How does UDL maximize learning? UDL address learning in a way that many other learning designs try to implement, which is by making the learning process personalized and engaging. When you find ways to engage your students in learning through modes that interest them, they are more likely to try. I for example, am much more likely to write or make a slideshow. I did try to challenge myself to try a new approach for each project each time, but find myself reverting back to what is comfortable. WOW...now if I have a learning preference and modality, that certainly seems to point to the fact that our students do too! So, when we allow them varied ways to demonstrate their learning they not only work more efficiently, but they also learn more in the process because they are excited to share their knowledge in a way that's meaningful and accessible for them. UDL seeks not only to make classrooms more engaging, but to make it accessible for all students. When you use a variety of approaches, such as digital materials that are easily manipulated to change the format to be more visually helpful or easy to translate, or a video or audio file available, it helps students who may be struggling to read and comprehend. The goal of UDL is to make curriculum more accessible for all students, to look at the current barriers of a curriculum, look at the needs of your students, and to make them work together to create a powerful learning experience. Overall, after further reading about UDL, it seems like the very thing that SPED has been working to get us to to do in our rooms for IEP students: Learn about our students, use this knowledge to empower our curriculum, make the curriculum obtainable for all, and then allow them ways to demonstrate their knowledge. UDL is good for all students, it's just a matter of slowly implementing it over time, so that it's not too overwhelming and time consuming. I am still curious about how to create the environment described in UDL where, "students rarely do the same task in the same way at the same time." (Posey (2014-2023)) The current challenge I see at my school is that many classrooms use direct instruction. I am one of the few teachers who uses a Building Thinking Classroom approach (5th and 6th grade math) and it is very challenging to get them to change their mindset. We start the year with lots of norms, group practice, teambuilding, growth mindset workshops, problem solving strategy games, etc., but the challenge I have found is that students are in the mindset of constantly waiting for an adult to tell them what to do next. So can my students execute a learning plan by themselves yet, no. Do they get better over time, yes... But, how does one organize and plan a math classroom where people are rarely doing the same task in the same way at one time when they do not have those skills yet? How does one move them there in a short year and how is it effective when it feels like they need a teacher lording over them, as most are not concerned with their grades? I know the 7/8th grade teacher have more of my teaching style, so I do my best to create an independet classroom with students working on their own goals, so they can have more success in the following years, but are there strategies and other readings I can read that will help me move along quicker without having to experience my own trial and error?
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First we must remember to "prime" our students for success. We need to make learning accessible, focused, connected and relevant, and it needs to create an excited energy for what they will begin learning. When building their background knowledge we must remember that learning does not exist in a vacuum, and must therefore be constantly activating their memory and connecting their previous knowledge as we read. This also includes teaching them how to do this as they read. As we are activating their prior knowledge it's also important to document what that is. Using KWL charts and anticipation guides at the beginning and end of a unit are two great ways to do this. Finally once we understand where they are and where they've come from, we must fill in the gaps. Some simple ways of filling int he gaps are simple videos, virtual field trips, language dives, and explicit teaching of key vocabulary. IF we do these things, we can meet students where they are and take them to where we want them to be. The area that I'm interested in learning more about is the cultural bags. I feel like this would be a really great beginning of the year activity that could be built upon as the year progressed. I'm curious how it's actually executed and how I could use this in my math class. https://www.powtoon.com/s/fQ1wwQUH1cv/1/m/s The goal when designing learning for impact is to structure a course that is a creative mix that investigates established knowledge while engaging in a process of establishing knowledge… a structure that is simultaneously constraining and enabling – imposing rules that delimit possibilities and that allow choice at the same time.” These constraints are necessary to guide a learner from what they already know toward higher domain specific knowledge in as efficient and engaging a manner as possible. Please give an example of how you have attempted to connect your learners current knowledge with the new knowledge and learning that you are sharing.
Building on students' previous knowledge in my math class has been pretty successful with a simple protocol: 1. Give a pre-unit skill checkin and determine who does not have the necessary skills for the upcoming unit. Then work with them in groups after school, at lunch, or before school 2. When starting a skill lesson, I share a warm-up that has them practice their previous skill set and helps them remember what they know. 3. I share with them the upcoming type of problems and have students discuss how their previous skill might help them solve this current type of problem. 3. We share connections and connect previous learning with current learning. 4. Students who do not make connections get to see the connections other students share and if no students make the connections I explicitly show them the connection. 5. I then continue to work with students who do not have the necessary skills. 6. I also then explain how this new skill will connect with the next step or standard in math. Week 6: Engaging in a reflective practice and data analysis as part of the instructional cycle6/21/2023
These two articles felt like a lot of what is best practice on reflection and what I learned and discovered during my COVID online teaching experience of what to do and not to do to in facilitating engaging, effective, and equitable discussions . Knight reminds us of the importance of professional reflection. At my school, an expeditionary learning school, one of our principles. Solitude and Reflection. Both of these refer to taking time to reflect on teaching to improve our classroom results, so consistently question our motives and practices so that we can actually learn from our experiences. Knight's main points are to 1. keep a journal where you actively reflect on you practices of what worked and didn't, why you thought things happened, evidence of student work and quotes from students, as well as materials you could use to improve the lesson and to keep a running list of existing issues in the class, 2. peer observation, where you ask a colleague to observe lesson and give data about lesson, student engagement and the classroom atmosphere, and 3. student feedback, where you explicitly ask students for specific feedback as a part of an anonymous survey. Abney & Conatser speak specifically on 8 things you do to make virtual discussions engaging, effectige, and equitable. The one thing I feel like I hadn't thought about doing was #1, where you openly discuss with your class about how different virtual discussions might feel compared to in-person discussions. Additionally, #6 was very hard for me to do. Besides chat, what other ways are there for one to embrace discussions other than live video? We have all done it: "participated" in a face-to-face discussion, nodding along in agreement, but not really present. Many of us have sat in discussions, afraid to throw in our two cents because we might sound silly. On other occasions, we have had a fantastic idea to share, but the conversation passed by before we had a chance to contribute. What is a way that you have succeeded in engaging your learners in online and asynchronous discussions?
One way I engaged my online learners in discussion was via Zoom chat. I would start each lesson with a THIS or THAT activity, and everyone would be given time to write which thing they liked and why. I would read them out and call on students to share more about what they thought on the topic. In the article, Fostering Cognitive Presence, Social Present and Teacher present with Integrated Online--Team-Based Learning, by Christopher W. Parrish, et. al., I learned about one study in which they leveraged Team-Based learning (TBL) within fully synchronous and asynchronous courses. They made sure all teams engaged with the content through the Application Activities where they all focus on a significant problem, all teams receive the same problem, teams must make a specific choice to solve the problem, and teams' responses are revealed simultaneously. They called this engagement model the Integrated Online-Team-Based Learning Model (IO-TBL). Participants reported they felt like they learned more and were more connected with their teammates, which is not the usual feeling with online courses. They still need to do more research with larger groups of students in courses and with more courses and with varying backgrounds, as all the participants were in teacher education. This article was of particular interest to me because when we went to online learning during the pandemic, I did something similar, however I did not make them meet outside of class time, I created time within the class for students to work in breakout rooms. I had similar results, the kids really enjoyed it and it helped them feel connected to each other, th ey felt like they learned better with the subjects that I did this with, compared the ones where I just taught synchronously and then did random breakout rooms with random and varied partners. Moving forward if I were to use this method, I would find time within the course to provide breakout rooms and make homework the building background reading or watching a video lecture before the classes. Additionally, I would work on creating a better structure for feedback and reflections. In the article it expressed that participants were required to rank members amongst the team and assign 40 points amongst the 4-7 teammates, without giving equal parts to each. Participants expressed that the peer evaluation detracted from the social presence within the course and especially with group cohesion. I'm wondering how do you incorporate meaningful peer evaluation and feedback? When I did research on why Acton Academy was a powerful disruptive approach to education, one of the things I loved was their 360 reviews. I want find out more about what components make the most type of effective peer feedback and self-feedback opportunities. Learning happens within a community where technology enables different types of human presence:
When I started the first year of online learning with students who were not yet in person learners, let alone online learners, I knew social presence would be an area I need to focus on. By focusing on social learning I know that I could help address the issue of attendance, especially since I knew attendance would be challenging. So, I started the year with some fun digital jamboards to get to know each other, much like a classroom Bingo game would go. We created powerpoint slides to share and spent time interviewing each other. At the beginning of each class we would play a getting to you know game where they would respond in the chat and we would share answers to the game, "This or That," or "Would you rather."
In the era of technology-driven education, the evaluation of hardware and software is crucial to ensure effective instruction and protect student data privacy. These best practices help ensure that you can alight hardward and software with the instructional goals and privacy requirements: the alignment of technology tools with instructional goals, protection of student data privacy, consideration of usability and accessibility, reliance on research-based evidence, and ongoing monitoring and evaluation are crucial aspects of the evaluation process Alignment with Instructional Goals To evaluate hardware and software effectively, it is crucial to align them with instructional goals. According to the IES practice guide, "Developing and Evaluating the Instructional Materials for Mathematics," instructional materials should be designed to support the specific content and goals of the curriculum. Similarly, the Brookings Institution emphasizes the importance of ensuring that educational technology tools align with learning objectives and enhance pedagogy. When evaluating hardware and software, educators should consider how these tools enable or hinder the achievement of instructional goals, ensuring they effectively meet the needs of students and teachers. Impact on Student Data Privacy In the digital age, protecting student data privacy is a paramount concern. There is a risk associated with educational technology and the importance of safeguarding student privacy. Evaluating hardware and software should involve a thorough examination of data collection practices, storage, and sharing mechanisms. The Student Privacy Compass resource provides a scenarios user guide that offers practical examples of data privacy considerations for educators. By prioritizing student data privacy during the evaluation process, schools can select tools that comply with applicable laws and policies, and protect students' sensitive information, these too must be conveyed to parents, something that we by law must do. Usability and Accessibility When assessing hardware and software for instructional purposes, usability and accessibility should be key considerations. The Brookings Institution emphasizes the need for technology tools that are intuitive and easy to navigate, ensuring that both students and teachers can effectively utilize them. Additionally, accessibility features should be evaluated to ensure that all students, including those with disabilities, can access and engage with the educational content. Evaluation criteria may include considerations such as the availability of closed captioning, text-to-speech features, and compatibility with assistive technologies. Research-based Evidence A robust evaluation process should rely on research-based evidence to assess the efficacy of hardware and software. The IES practice guide emphasizes the importance of empirical evidence when evaluating instructional materials. Educators should seek tools that have been rigorously tested and shown to have positive impacts on student learning outcomes. The Brookings Institution further highlights the value of conducting thorough research studies to assess the effectiveness of educational technology tools. By incorporating evidence-based research into the evaluation process, educators can make informed decisions about the adoption and implementation of technology in the classroom. Ongoing Monitoring and Evaluation Evaluation of hardware and software should not be a one-time process but rather an ongoing endeavor. The IES practice guide recommends establishing a continuous improvement cycle to monitor and assess the effectiveness of instructional materials. Similarly, the Student Privacy Compass resource encourages schools to regularly review their data privacy policies and practices. By continuously monitoring and evaluating the hardware and software used in classrooms, educators can identify areas for improvement, address emerging privacy concerns, and ensure that instructional goals are consistently met. In conclusion, evaluating hardware and software for instructional goals and student data privacy requires a comprehensive approach. The alignment of technology tools with instructional goals, protection of student data privacy, consideration of usability and accessibility, reliance on research-based evidence, and ongoing monitoring and evaluation are crucial aspects of the evaluation process. By following these best practices, educators can make informed decisions that enhance instructional effectiveness while safeguarding student privacy in the digital learning landscape.
Mrs. Alice is a teacher at Dunkin Middle School who keeps in touch with her students using social media. Jax is one of her students. As Mrs. Alice scrolls through student posts, she notices a post by Jax in response to some pretty nasty exchanges from other students. Clearly Jax is being bullied online.
Questions for discussion:
Using Technology to find, organize, and curate educational resources is a daunting task. With each web article I read I found myself traveling further down a rabbit hole, clicking on this new article, trying this curation tool, trying this other curation tool, and what I discovered is that curating and organizing educational resources is very important. Every year I find myself reinventing the wheeling, searching for new games, as well as trying to remember where I bookmarked things from my past. Had I been more organized, like all the tools I read about help do, I would have had a large curated and organized lists of games, resources, and other educational tools for my classroom. Some of the tools that I tried: 1. diigo.com -Helps you curate links and also allows you to create a group to collaborate and share links with.. 2. https://wakelet.com/collections -Is a really cool site you can put all your bookmarks with descriptions, and then you can embed them. I tested this out and embedded it on my class website, which is super exciting since every school I've been at requires me to use their own website, so I can just embed my links instead of having to recreate a page. Courses designed with strong social learning overtones will optimize and diversify peer communication and collaboration. Structured discussions, groupwork, peer review, and background “watercooler chat” combine to create a rich and holistic social learning experience. Physical learning spaces are flexible enough to support social learning workflows naturally. By comparison, many online learning spaces seem limited, unfamiliar, and awkwardly compartmentalized. Please share ideas you have to create social networks in online settings that mirror strong social learning overtones in face to face settings.
When I think about ways in which we can create strong social networks in online settings, a few ideas come to mind. First, create a jamboard where students can go to post their strengths (what they can help tutor with) and weaknesses (I need help with...). This would allow students to help each other and give them an opportunity to reflection on their learning, or lack of. Next, an online parking lot would also be great where students can post questions and other students/teachers can answer. Time can be given at the end of each day for student reflection, as well as time to go to the parking lot and see what people are mulling over. Additionally, weekly discussion questions that build upon in-class learning where students are required to respond to the question and respond to 2-3 others (just like in this class) would help them interact academically. Finally, a wall of fame, where students post work they are proud of as exemplars and teachers can post student work that was an exemplar if a student does not post their own work. This would help digitize and document exemplars for the teacher, as well as document their sense of self-pride. Reading & ReflectionArticles:
To succeed in distance learning, it's essential to stay organized and disciplined. The guide emphasizes the importance of clear communication and engagement, so make sure to actively participate in virtual classes and discussions. Additionally, these articles gave helpful information on incorporating technology in education and how to empowering teachers to adapt to the virtual learning environment with confidence. First, we need to take advantage of interactive learning tools and online platforms. We need to encourage students to stay motivated and proactive in their studies, seeking support from teachers and peers when needed. As a teacher, we need to teach students to embrace the flexibility of distance learning and use it to tailor their learning approach to suit their unique preferences and pace. A key thing to remember is that consistent engagement, effective time management, and proactive use of digital learning tools are key to succeeding in your distance learning journey with the help of these online resources. K-12 education is transforming substantially with the surge of hybrid and remote learning. Having the appropriate technology and resources is important for students’ learning experience and development. Identify technology solutions that support security, immersive learning, and smart schools in your school or district. How is your implementation of them supportive of your K-12 learners?
Before COVID my school was more of a cave-man education teaching approach with basic paper and pencil, shared mobile computers on wheels, and sometimes projector and document camera usage (if they were working), now we have more document cameras, digital whiteboards, school-wide usage of Remind and Canvas/Google Classroom, ipads, and 1-to-1 chromebooks/tablets in every class. We have been working to move towards a more differentiated approach with integrated technology. I think that COVID really helped push us towards this, as we had to learn to use technology to engage our online learners. My students have really loved engaging with the digital whiteboard and are always so excited to come up to the board to share their thinking. As we have moved back into the classroom, we have found a hole in our security for students. We do not have personal software installed on each computer, such as GoGuardian, and we only have a school filter that prevents key words from being searched and/or flagged. We need to find something that will allow us to protect our students. |