Some helpful resources:
Wednesday, September 25, 2013
Resources/Cites
As mentioned in my previous blogs, there are many sites and tools that can be used as resources to guide teachers in their quest to fully incorporating UDL concepts into their everyday instruction. Each blog I posted about has a URL link at the top of the page to access that particular site that I was blogging about. Some links I provided below are great to check out for they provide a "user friendly" approach, and helpful information to understanding UDL way of teaching. Check out the sites below and I promise you won't be dissapointed!!!!!!!
UDL Reflection
Looking back on the past month of blogging, I have learned a great deal about UDL and I hope you have too!!!!!!!!
Since Universal Design for Learning is still very much a new concept to me, when I was first introduced to the checklist explaining how to know if your lessons are UDL based, I realized I wasn't completely blind. I took a previous lesson I taught and checked to see if it incorporated any UDL concepts in it. To my surprise, I had numerous checkpoints incorporated. Many teachers don't realize it, but many things you do in the classroom to adjust instruction and accommodate struggling students are in fact UDL principles. In the UDL Guidelines Section 1. Provide Multiple Means of Representation, I fully incorporated this number. In introducing the new theme for the week, rather than explain verbally the new theme and have a general discussion to introduce the class, I chose to do a PowerPoint In the PowerPoint I provided pictures/images, big font, and color contrast backgrounds to help engage the students and become excited about the new theme. It worked pretty well. The class with my lead had a wonderful discussion about our new theme and this in turn, helped many diverse learners in the class. It provided visual learners the opportunity to see the pictures and relate them to the new theme, it helped the student *Josh who had low vision be able to see due to the big font and color contrast background. It also provided a different and new way of introducing a theme which normally was introduced not in an engaging way. This checkpoint I believe would be my strongest among the UDL principles. Among other principles, I advance in Using Multimedia for Communication, Foster Collaboration and Community, and Clarify Syntax and Structure. In contrast, one of my greatest weaknesses in using UDL principles in my lessons is Providing Options for Physical Action. Children, especially elementary level, can get bored and antsy with just sitting in their chairs the whole time during instruction. Teachers who regularly allow students to get out of their seats and allow them to show what they know using their bodies allows their brain to connect the knowledge and be able to learn the material and process it much faster. Such examples that I could have used are to allow students to use mini whiteboards for math problems. It allows them to get out of their seats and serves as a mini game. It also serves as a formative assessment where the teacher can see who knows the particular concept. For Kinesthetic learners, Visual learners, and many other types of learners, this activity serves as a positive motivator for all in the classroom. Some other UDL checkpoints that I strongly need to work on are Optimize Individual Choice and Autonomy, Facilitate Personal Coping Skills and Strategies, Clarify Vocabulary and Symbols, and Use Multiple Tools for Construction and Composition.
In going through this class, I hope to use the resources and tools provided for me to help in my quest to answer the biggest challenge regarding UDL in the classroom: How to use various technology at the same time in a lesson to accommodate various students while getting the ultimate goal of learning across?????????????????
Since Universal Design for Learning is still very much a new concept to me, when I was first introduced to the checklist explaining how to know if your lessons are UDL based, I realized I wasn't completely blind. I took a previous lesson I taught and checked to see if it incorporated any UDL concepts in it. To my surprise, I had numerous checkpoints incorporated. Many teachers don't realize it, but many things you do in the classroom to adjust instruction and accommodate struggling students are in fact UDL principles. In the UDL Guidelines Section 1. Provide Multiple Means of Representation, I fully incorporated this number. In introducing the new theme for the week, rather than explain verbally the new theme and have a general discussion to introduce the class, I chose to do a PowerPoint In the PowerPoint I provided pictures/images, big font, and color contrast backgrounds to help engage the students and become excited about the new theme. It worked pretty well. The class with my lead had a wonderful discussion about our new theme and this in turn, helped many diverse learners in the class. It provided visual learners the opportunity to see the pictures and relate them to the new theme, it helped the student *Josh who had low vision be able to see due to the big font and color contrast background. It also provided a different and new way of introducing a theme which normally was introduced not in an engaging way. This checkpoint I believe would be my strongest among the UDL principles. Among other principles, I advance in Using Multimedia for Communication, Foster Collaboration and Community, and Clarify Syntax and Structure. In contrast, one of my greatest weaknesses in using UDL principles in my lessons is Providing Options for Physical Action. Children, especially elementary level, can get bored and antsy with just sitting in their chairs the whole time during instruction. Teachers who regularly allow students to get out of their seats and allow them to show what they know using their bodies allows their brain to connect the knowledge and be able to learn the material and process it much faster. Such examples that I could have used are to allow students to use mini whiteboards for math problems. It allows them to get out of their seats and serves as a mini game. It also serves as a formative assessment where the teacher can see who knows the particular concept. For Kinesthetic learners, Visual learners, and many other types of learners, this activity serves as a positive motivator for all in the classroom. Some other UDL checkpoints that I strongly need to work on are Optimize Individual Choice and Autonomy, Facilitate Personal Coping Skills and Strategies, Clarify Vocabulary and Symbols, and Use Multiple Tools for Construction and Composition.
In going through this class, I hope to use the resources and tools provided for me to help in my quest to answer the biggest challenge regarding UDL in the classroom: How to use various technology at the same time in a lesson to accommodate various students while getting the ultimate goal of learning across?????????????????
Curriculum Barriers Template
The website listed above is yet another website that serves as a tool for teachers to reference to help explain UDL principles. It allows teachers to choose a fictional student and curriculum and they themselves analyze the barriers that would cause the student to not be able to reach success based on the materials and methods used. From this perspective, teachers can begin to understand how the simplest methods they use for their class might not be effective for EVERYONE in their class and can hinder their learning as a result. It lets the teacher step back and see it from an outside perspective.
In allowing teachers to create a blank template for analyzing students in their own classroom, I chose to select a few students I worked with in one of my student teaching placements a few years back. It allowed me to reflect on the methods and materials I had used to instruct the students as well as see how their learning was greatly affected due to their needs not being fully met. For instance, one particular student in my section ,*Josh, had low vision. The materials used to instruct him for Math, Social Studies, and Reading were textbooks with normal print which is very small to him. The books were not specialized and made bigger to fit his needs. Therefore, a potential barrier had been drawn since Josh had difficulty reading the print. Another student in my class was a girl names *Hannah. She has strong collaboration skills and likes to work with others and works well. For math in particular, once students were finished with group work, a worksheet would be assigned for enrichment purposes where the students would work independently while the struggling students received help from the teacher. Despite the fact that Hannah could complete the work on her own, this task was not allowing her to draw on her collaboration skills with peers. In hindsight, looking back on this made me realize as a future classroom teacher how important it is to get to know the abilities, strengths and weaknesses of ALL your students from the very beginning. In doing this, you can alleviate some of the barriers that might and most likely will occur if you do not reach all your students in ways that will let their skills and disabilities shine!!!!!
* names have been changed for privacy reasons
Monday, September 23, 2013
Cast Review Part 2
After reviewing the CAST website on "Teaching Every Student", I've had more of an opportunity to delve deeper into the true meaning behind the UDL concepts. The activities allowed me to think about (visually) how the brain works cognitively into the three main networks. In this, as a teacher, I can put myself in the shoes of my students and be able to see from their point of view of how they process information. There is not right or wrong answer. Your background and experiences as a learner and person help to define how you'll view and interpret different information.
This website, an extensive of the website on the previous blog, allows the viewer to check out case studies and activities all relating to UDL. These activities allow you as the viewer to put in your own input, and ultimately see how the brain works. The case studies allow the viewer to get a sense of some of the challenges out there that teachers face in various subjects and how they can incorporate UDL concepts to help alleviate some of the problems so they can reach a diverse population among their classroom. In addition to these neat and creative activites that the viewer can partake in, the website also provides some basic information for the UDL rookie, like myself, who may not know yet what UDL means or entails. Links to featured tools that can help you create lessons and books that are UDL based are provided. You can view the UDL curriculum to see if your lessons match up and have all the components to truly meet the needs of each of your students. Some training videos to how UDL works are also provided. For any teacher looking for sample lessons to get a feel for how they can match up, the website concludes with some samples from each of the three grade levels: Elementary, Middle, and High School. Take a look and see for yourself!!!!!!!!!References:
Center for Applied Technology: Teaching Every Student. (2013). Welcome to Teaching Every Student. Retrieved September 23, 2013, from htpp://www.cast.org/teachingeverystudent
Cast Website Review
After reviewing the Cast website alone, I have broadened my knowledge and importance of using UDL methods and concepts in the classroom. Since UDL is still a new concept to myself, hearing and seeing valuable information taken from a credible source, taken from the CAST website, can help me to use such knowledge and build upon what I already know. I can and will use this newfound knowledge to create engaging and interactive lessons in my class for ALL level learners. CAST showed me not only a brief glimpse into the history behind Universal Design for Learning, but offered me insight into how the brain functions to process learning from three main networks: Recognition-the "what" of learning, Strategic-the "how" of learning, and Affective-the "why" of learning.
For those who have not yet checked out the CAST website and all it has to offer, please do!!!!!! It provides not only a graphic organizer of how the mind works and processes information, but links to learning tools for incorporating UDL, workshops for practicing educators to enhance their knowledge, and some interesting facts about the CAST website including their research and design projects.
Sunday, September 15, 2013
UDL Toolkit
http://udltechtoolkit.wikispaces.com/
As mentioned previously, I will be posting about information related to Assistive Technology and UDL to help the reader gain a deep sense of understanding of the UDL concepts and the importance of this practice inside a classroom.
My first official blog involves viewing a UDL Toolkit from a Wiki site (URL above in lime green-check it out!!!!!) that provides educators with a wide variety of resources to help accommodate the needs of different types of diverse learners in the classroom.
LETS BACK UP FOR JUST A MINUTE. Some people might be reading this and wondering what really is UDL and how do you make it work among a classroom of diverse learners??????? Well my friends, UDL stands for Universal Design for Learning. NO person is alike. NO student is alike. Therefore when it comes time to learning, NO student learns the same as well. In order to accommodate this wide range of learners, the UDL method centers around three main concepts: 1.) Representation, 2.) Engagement, and 3.) Expression. UDL creators strongly believe in these three components to help achieve the needs of all students in terms of learning. With the help of assisitive technology (tools that are used to provide assistance to students to accommodate all learners), UDL can be effectively implemented into the curriculum. For those that still might be lost, the Wiki site UDL toolkit gives a breif overview of what UDL is.
Ok now that we know a little more about what UDL really is, I will continue with my blog. The wiki site provides beginning teachers like myself and veteran teachers with many years of experience the opportunity to access a variety of resources to help plan UDL within the classroom. There are an abundance of resources listed underneath each topic such as but not limited too Graphic Organizers, Writing Tools, Math Tools, Research Tools, Collaborative Tools, Study Skills Tools, Multimedia and Digital Storytelling Tools. With such a wide array of resources to pull from, teachers should not feel like they have to "reinvent the wheel" as they say!!!!!!!!!!! I know from personal experience that I'm not a very creative person and have much difficulty coming up with neat, creative and interactive ideas to engage students in the classrooms that I substitute in for all level learners. This website alone provides me with numerous links and websites where I can access information and tools to address the diverse learners in my classrooms. After viewing this site alone, I feel more confident in my ability to accommodate and integrate a few of these concepts into the classroom with respect to the regular classroom teacher.
*CHECK IT OUT*
(Video on the Principles and Guidelines of UDL)
References:
Wikispace classrooms: UDL toolkits. (2013). Retrieved September 23, 2013, from http://udltechtoolkit.wikispaces.com
Wednesday, September 11, 2013
Hello all!!!! This is my very first post EVER and first experience keeping a blog and still getting used to everything. I'm hoping that as time goes by, I become a pro and my posts will become more in depth so readers can get a good sense about the information I have to present and display. Let me first start by giving a little background about myself.
I graduated from a suburban school district in Quakertown, Pa. From the time I was a shy middle school student, I had always known that I wanted to be a teacher. My grandmother, a retired teacher herself, was one of the great influences in my life that led me to ultimately joining this profession. But it wasn't until when I was a junior in high school and had to rush to complete my graduation project that I stumbled across a LOVE for children that I could have never know otherwise. I would go to the local elementary school twice a weak after school for the duration of the school year. In that hour, I would help and assist in a 5th grade classroom but mainly, I was assigned to an ESL student who I will never forget. Her name was *Kelly. Throughout the year, I had developed a wonderful repertoire with Kelly that had a lasting impact on her and myself and this alone confirmed my decision to pursue a future in education.
I chose to go to Kutztown University majoring in Elementary Education with a concentration in Mathematics. (Due to my LOVE for math!!!!) I've learned a great deal from my professors, the students I had class with, and the ultimate college living experience. After graduating, I became a substitute teacher and have been so for the past two and a half years. Frustrated with the job market as well as realizing the big push for inclusion classrooms, going back to get my Special. Ed cert seemed like a very wise decision. So I did. I chose Cabrini because not only was the campus small and welcoming, but the program alone was a very fast process, one where I could get my cert. in a reasonable time. They made class convenient for working professionals like myself. I'm very grateful for taking this Assistive Technology class because I feel that technology is my weakness. I hope to obtain the necessary information on how to properly address the needs of my diverse classroom with different types of assistive technology as well as have access to a wide variety of resources, sites, books and websites from this class alone.
In blogging alone, I hope that others join me in my quest to present valuable information regarding Universal Design for Learning (UDL) and other important topics. While viewing my blogs, feel free to comment, share and post your own thoughts and topics-together we can learn a whole lot more!!!!!!!!!
I graduated from a suburban school district in Quakertown, Pa. From the time I was a shy middle school student, I had always known that I wanted to be a teacher. My grandmother, a retired teacher herself, was one of the great influences in my life that led me to ultimately joining this profession. But it wasn't until when I was a junior in high school and had to rush to complete my graduation project that I stumbled across a LOVE for children that I could have never know otherwise. I would go to the local elementary school twice a weak after school for the duration of the school year. In that hour, I would help and assist in a 5th grade classroom but mainly, I was assigned to an ESL student who I will never forget. Her name was *Kelly. Throughout the year, I had developed a wonderful repertoire with Kelly that had a lasting impact on her and myself and this alone confirmed my decision to pursue a future in education.
I chose to go to Kutztown University majoring in Elementary Education with a concentration in Mathematics. (Due to my LOVE for math!!!!) I've learned a great deal from my professors, the students I had class with, and the ultimate college living experience. After graduating, I became a substitute teacher and have been so for the past two and a half years. Frustrated with the job market as well as realizing the big push for inclusion classrooms, going back to get my Special. Ed cert seemed like a very wise decision. So I did. I chose Cabrini because not only was the campus small and welcoming, but the program alone was a very fast process, one where I could get my cert. in a reasonable time. They made class convenient for working professionals like myself. I'm very grateful for taking this Assistive Technology class because I feel that technology is my weakness. I hope to obtain the necessary information on how to properly address the needs of my diverse classroom with different types of assistive technology as well as have access to a wide variety of resources, sites, books and websites from this class alone.
In blogging alone, I hope that others join me in my quest to present valuable information regarding Universal Design for Learning (UDL) and other important topics. While viewing my blogs, feel free to comment, share and post your own thoughts and topics-together we can learn a whole lot more!!!!!!!!!
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