Video/Reading Reflection
This week’s readings and videos dealt with effective
learning environments surrounded by technology. One video, The Collaborative
Classroom, taught that social and emotional learning is a crucial part of
teaching the “whole child”, because in order to make learning contact with
students and know how to reach them, we have to know about them and understand
them. I really liked the Project Learning video. This really breaks down the
four walls of the class and takes learning to a new and different level. One of
the girls in the interview expressed how the everyday routing of the textbook
and classroom was boring and you can only learn so much, but with her research
assignments, she’s able to break the “classroom” barrier and go out and dive in
the lake and take water samples and specimens and study outside. To her that
brought learning to a whole new level, exciting and invigorating!
In reading, Teaching
Every Student in the Digital Age: Universal Design for Learning, Chapter 7,
the concept of Flexibility in
Presentation, really stood out to me. “Technology enables teachers to
provide multiple representations of content in the context of ongoing
assessment. Varying the media within the representation is one of the most
useful options”.
This is statement is so true. The more we use varied media
within our presentations the more students we can reach and accommodate. TTS
(text to speech) is great so that visual recognition deficits will not confuse
assessment results. Different representations can incorporate different
supports, such as links to important background information, context-sensitive vocabulary
supports, or glossary items. Varied representations and supports help to create
accurate, ongoing assessment by:
1.
Ensuring that every student’s assessment
is accessible to him or her.
2.
They permit a teacher to select an
assessment that provides the supports a student normally uses.
The result will be the truest picture of students' progress,
based on what is being evaluated, the supports these students normally use, and
the format that is most accessible to each.
Edutopia.org (December 10, 2007). The Collaborative
Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL
forum in New York City. Retrieved from http://www.edutopia.org/linda-darling-hammond-sel-video
Edutopia.org (nd). Project Learning: An Overview.
Retrieved from http://www.edutopia.org/project-based-learning-overview
Wendy R Hickman
Assignment Week 4 –
Part 2
1. Provide evidence each team member contributed to the
solution and learning activities.
(5 pts.)
(5 pts.)
See Group Collaboration
Google Doc.
2. Team Google site/doc link sent to the instructional
associate, shared with team members, and professor(s).
( 5 pts.)
( 5 pts.)
Google Site:
Google Doc:
Google Drive:
3. Learning Activities mirror the team action plan and include
evidence of the following components.
(5 pts.)
(5 pts.)
See Previous UDL to see that
my activities are listed there. https://sites.google.com/site/edld5364groupwebsite/udl-lessons
Components:
-Design of the integration/
intervention program:
What grade level and content
area(s) will you address to meet the unique needs of 30 students?
(5 pts.)
area(s) will you address to meet the unique needs of 30 students?
(5 pts.)
3rd Grade Social
Studies
SS3.11 (3.11) Citizenship. The
student understands characteristics of good citizenship as exemplified by
historical and contemporary figures.
SS3.12 (3.12) Citizenship. The student understands the impact of individual
and group decisions on communities in a constitutional republic.
-Implementation of the
integration/
intervention program:
Examples of learning activities/units to address each unique set of needs in the scenario.
intervention program:
Examples of learning activities/units to address each unique set of needs in the scenario.
Evidence of a way to address the professional development
needs of the teacher in the scenario.
Evidence of the use of 21st Century technology trends.
(10 pts.)
Evidence of the use of 21st Century technology trends.
(10 pts.)
Digital Presentation,
Internet, Group Collaboration, Google Drive, PowerPoint, Wix Website to help
students identified Historical Figures and Good Citizenship and another
PowerPoint (game form)
Evidence of ways to
meet individual differences of:
Gifted and talented, online users, disabled, blind, hearing
impaired, and multiple achievement levels.
(10 pts.)
(10 pts.)
GT- extend learning by
having them design an 8box picture game in PowerPoint to reveal historical
figures they learn about and have 5-8 clues for each figure
Online- I will make a
website for historical figures and good citizenship and a PowerPoint for
students to go to for online assistance
Disabled- modify assignment
according to IEP, options may be reduced assignment, extended time, etc.
Blind- enlarge print or
create audio recording – I can use the JAWS program, and braille Keyboards
Hearing Impaired- allow to use
headphones for audio to increase volume, provide typed instructions
Multiple Achievement Levels-
group accordingly, reduce of extend assignments depending on level, simplify
lesson as much as possible while still achieving proper learning of the leason
-Assessment of the
integration/
intervention program:
Evidence of assessment for each learning activity.
intervention program:
Evidence of assessment for each learning activity.
Evidence for some type of assessment which might include
observations/reflections regarding how you might determine whether the teacher
has an understanding of how to teach with technology to benefit student
learning.
(10 pts.)
(10 pts.)
Student assessed using
rubric included on assignment sheet. Follow up with teacher to see if
additional instruction or training needs to occur, modifications to
assignments, etc.
Historical Figures and Good
Citizenship = eBook Activity
Historical Figures and Good
Citizenship = PowerPoint Examples
Historical Figures and Good
Citizenship = 8Box PowerPoint Game
All listed on our Group Team
Google site learning activities: https://sites.google.com/site/edld5364groupwebsite/learning-activities
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