Online Collaboration

Reflection: Reaching and Engaging All Learners Through Technology

The principles of Universal Design for Learning (UDL) and Differentiated Instruction (DI) both encompass the idea that all children can learn when given supports which meet their specific needs. In reality each child in a classroom brings both assets and needs. It is up to the teacher to implement a curriculum that caters to those assets and supports those needs. This does not mean providing a different lesson for each child, but rather a variety of ways for students to access the curriculum, engage in the standards, and demonstrate that they have mastered the content. It is also not about fixing a broken child, but rather about fixing a mode of delivering content that is not reaching every child equally. Teachers need not be overwhelmed with putting into practice the principles of UDL and DI, as it is always better to start small, practicing in small amounts and then branch out as both the teacher and students become accustomed to this kind of instruction. DI is not a new idea, but rather something that has been around since the “one-room-schoolhouse” when all grade-levels learned content in one room, with one teacher. What is important is that all students have the same goal, and the teacher is flexible enough to allow students to engage in the curriculum in a way that meets their various learning styles, interests, and readiness-levels.

This course provided a unique way for teachers to collaborate on resources for differentiating instruction in order to support UDL and DI in the classroom. Using Google Groups was easy, efficient, and provided a way to share resources on a social network and provide feedback to one another about them. Participating in conference calls with my group further connected us to the group and made the online sharing a little more personable. Now, I have an online repository to return to for resources as I encounter areas of need within my classroom. I have already used some of the resources I gained in my research, as well as those shared by group members to use technology to present information in different ways in my classroom, assess student understanding, and engage learners.

I have learned that technology can be the “hook” which engages students, while also serving as the platform through which students demonstrate mastery of content. Technology can be used in a variety of ways to differentiate instruction, such as through the use of video/audio clips; online textbook resources, including text-speech; handheld devices; Individual Response Systems; laptops/Netbooks; PowerPoint; Digital Storytelling; I-searches and research projects; and virtual labs or simulations. I personally have already integrated more audio/video clips, online textbook resources, Personal Response Systems, and Netbooks into my science curriculum, with plans to branch out to I-searches, student PowerPoints, and Digital Storytelling as the year unfolds. The point is that using technology is not just another thing to do in a classroom, but it offers variety in the ways that students engage in content, it promotes student understanding of content, and it clarifies the learning targets for a classroom…in other words, it helps to maintain a curriculum that is of high-quality for all learners.

References
Laureate Education, Inc. (Producer). (2009a). Program one. Reaching and Engaging All Learners Through Technology [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program ten. Knowing Your Students [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009c). Program eleven. Learner Difference [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009d). Program twelve. Universal Design for Learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009e). Program fourteen. Introduction to Differentiated Instruction [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009f). Program fifteen. What is Differentiated Instruction? [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009g). Program sixteen. High-Quality Curriculum [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Universal Design for Learning at Liberty MS

Liberty MS teachers, we strive to reach every learner, but know that there are times that we fall short of that goal. Please view the following PowerPoint to learn about realistic strategies for reaching EVERY learner!



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~Holly~

GAME Plan Reflection…

The GAME plan process has really changed for me over the course of this class. It was initially challenging for me to sit down and lay out a plan for something when I really was not sure how to use it with my students. Over time I realized that it is alright to not really know how a plan will work out, but to have the end-goal in mind. If the process of arriving there does not work out the way one might have anticipated right away, there is an opportunity to monitor the effectiveness of the plan and evaluate/extend as necessary. It is alright if part of the plan just does not work…it allows the teacher as the lesson planner and the student as one with their own learning goals to grow as an individual after self-reflecting on the process.

While I have always valued goal-setting for my students, after using the GAME plan process I have a concrete way to help my students set goals for their own learning…manageable goals that are tailored to them and their needs, rather than cookie-cutter for a “certain kind of student.”

I would immediately like to use technology to help students in the area of reflection…both on themselves, and on others as well. I plan to set up a discussion board for the opening of school, and begin using it right away. I would also like to use VoiceThread to immediately begin recording lab activities and lab basics for students that are absent on certain school days. I have thought about starting an after-school club to allow students to help with this, and then make the VoiceThreads available not only to my students, but other teachers’ students as well. I believe this would be beneficial for students and parents/guardians alike. I chose these components to add to my instruction immediately because they are manageable for me, and I think they will be manageable for my students and parents and give us the most “bang for our buck” right away.

 
Image from: http://www.homedecoratingblog.org/home-decorating-tips/mirror-mirror-on-the-wall

Using the GAME Process with Students…

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The National Educational Technology Standards (NETS) for teachers and students are very closely aligned, such that having a teacher design a lesson that incorporates these technology standards, allows for students to fulfill their standards by following through with the lesson to its completion. For example, there are 5 teacher (T) standards and 6 student (S) standards and, while they do not match up word-for-word, they do weave together rather tightly. It requires that each classroom participant know what they technology standards are, and be committed to doing their best to accomplishing them…students AND teacher alike.

In setting my goals for this class, I determined that there were two specific NETS-T standards/indicators that I needed more work in to become more confident in implementing. One of these was NETS-T 2b, which states that teachers “develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” In designing lessons that fulfill this goal as an educator, I am providing an opportunity for my students to fulfill NETS-S 1b, which states that students “create original works as a means of personal or group expression,” and 4b, which states that students “plan and manage activities to develop a solution or complete a project.”

As I said before, in order to accomplish these goals and fulfill these standards, all participants must be on-board. This means I, as the teacher, can help my students learn the GAME plan process for their own learning activities. I have always wanted to help my students set goals for themselves and this is a great way for them to do so and monitor their own progress. After setting their goals, they will need to be directed to decide what action to take in accomplishing their goals, and then they will need reflection time over time to both monitor their learning and evaluate their progress. If they find that they are not on the track toward accomplishing their goals, like they thought they would be, they must re-evaluate the plan and modify it (Cennamo et. al., 2010). This is something that can be done globally in a school, at the beginning of the year, or something that one teacher can teach students to do in a class, for multiple long-term assignments.


References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Educational Technology Standards found at http://www.iste.org/AM/Template.cfm?Section=NETS on August 10, 2010.

My GAME Plan...Now and the Future...

So far in my GAME Plan I have gleaned resources with lesson plan ideas to integrate into my opening year activities and in my introduction to the Web. I have also obtained a link from a colleague with posters that can be printed and posted in my class room, and in the hallway (with administrative permission) as reminders of appropriate online behavior and computer etiquette. I still need to develop my lessons for teaching safe online practices and develop activities for students to use to practice, as well as monitor their own learning. If anyone has located any sites which might allow teens to quiz themselves on Internet safety know-how, please share with me!


My other goal involves me providing a technology-rich learning environment in which students are able to pursue individual curiosities and manage their own learning. The more I use technology tools in this class, the more comfortable I get with using them in my classroom. I think I am just going to have to come to a jumping-off point, where I just offer to let my students use a tool and we all just see how it flies!

Future learning goals I see setting for myself involve Standard 3: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. The indicators under this standard focus on teacher communication with parents and community members using a variety of digital tools and resources, media and formats. I strive to integrate a variety of technology in order to gather data, analyze, and communicate with others, but I feel that I continue to lag behind. I would like to be on the cutting edge of such technologies in my everyday personal and professional life! In order to do this, I plan to continue to collaborate with professionals and seek out online professional communities to challenge me to meet my goals.

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Further Evaluation of My GAME Plan...

I continue to work on my GAME plan for becoming more proficient in NETS-T indicators 2b (“Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.”) and 4a (“Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.”).

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For indicator 2b I cannot fully determine how my actions are helping me in meeting my goals since I am on summer vacation and, therefore, do not have students and data to analyze. I am working on providing resources for my students to use in managing their own learning, and I am spending time locating and becoming comfortable using a variety of technology tools for students to use in the classroom. I feel that this is an important use of my time, since I would like to be able to offer a variety of tools for my students to use.

For indicator 4a I also continue to work on developing a plan for teaching practical and safe Internet practices…this takes time in order to cover the important parts, without spending too much science instructional time (something I know my school administration team keeps a close eye on…I am working to weave the safe practices pieces into my content.

I found a new resource: http://siemensscienceday.discoveryeducation.com/ by investigating the blog of a classmate: Virginia Crisanti at http://www.artrendipity.com/. I have already pulled three lessons from the site that would fit seamlessly into my curriculum! Something I have learned about this that I can apply to my instructional practice is to continue to use the expertise of those around me in my school, as well as professionals around me online. There are so many ideas that I have not yet had myself!