Building a lesson plan based on the Universal Design for Learning is quite interesting. The CAST website and explanations to go with each part of the lesson are complete with examples and samples of possibilities. Our group had chosen earth science fifth grade for the project. We chose the unit on weathering, erosion, and the rock cycle. Julia, our group leader, teaches fifth grade science and she provided us with many materials and activities to develop our lessons. The CAST template is simple and straightforward. Filling in the TEKS is simple, but on the parts that I was unsure of I used the CAST website help characters to determine what was best to fill in the table.
The activity selected present the information through video, a kinesthetic, teacher presented information, and reading an eBook. Through the activities “student tie their background knowledge to new patterns and help fill in gaps by providing related information” (Rose and Meyer, 2002). After filling in the activities, I went back and labeled them based on what brain network utilized during each activity. I also color-coded the words – recognition, strategic and affective – so they are easy to spot.
Rose, D., & Meyer, A. (2002).Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
ISTE Standards: II.A., II.B., III.A., III.B., III.E., IV.A., VI.B., & VIII.A.
ELCC: 2.2, 2.3, 6.1, 6.2, & 6.3
TExES: Competencies 2 & 6
Showing posts with label TExES. Show all posts
Showing posts with label TExES. Show all posts
Sunday, March 13, 2011
Thursday, March 10, 2011
Reflection on making an eBook 5364
Before starting my eBook, my group had met on Skype and decided what topics each person would cover in their individual UDL and what learning challenge their lesson would address. I was assigned the task of preparing a lesson on weathering, so I emailed the fifth grade science teacher at my son’s school and asked to borrow materials. She gladly sent me the Activities Integrating Math, Science & Technology Education Foundation’s (AIMS) earth science book. It is filled with hands-on activities and booklets. I chose one of the booklets on weathering and used the text for my book. It had cartoon drawings in it and I decided to change it a little and have my sons’ contribute drawings. I recorded myself reading the text using Audacity to give an alternative to the computer reader. I also put the text into a speaking box for one of the helpers “Monty”, so students could have the text read in Spanish. In the book, Teaching Every Student in the Digital Age: Universal Design for Learning, the authors state, “providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy.” (Rose & Meyer, 2002) My weathering eBook works to do this through cartoon drawings, photos, and text in English and Spanish with an encouraging penguin along the way.
AIMS Education Foundations. (2008). Earth science: Texas 5th grade. Fresno, CA: AIMS Education Foundation.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., III.A., III.D., III.E., V.B., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, 6.1, 6.2, & 6.3
TExES Standards: Competencies 2 & 6
AIMS Education Foundations. (2008). Earth science: Texas 5th grade. Fresno, CA: AIMS Education Foundation.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., III.A., III.D., III.E., V.B., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, 6.1, 6.2, & 6.3
TExES Standards: Competencies 2 & 6
Wednesday, March 9, 2011
EDLD 5364 Week Three Literature Review
This week’s videos and readings focused on preparing for student-center learning that includes technology. The new information presented this week is vast and I found myself constantly thinking about what child would benefit from each new blog, website, online tool and internet source listed. The videos included followed students as they used technology in their schools.
The Pitler reading focused on meeting the needs of diverse learners through answering question two in the lesson planning queries. The second question is “which strategies will provide evidence of student learning?” (Pitler, 2007, p. 39) This question is answered in two ways – by giving formative or summative feedback. In Chapter 2 of Pitler’s book, Using Technology with Classroom Instruction that Works, the author outlines multiple ways to give formative feedback to students. Feedback, in general, should be timely, precise to a measured standard, corrective and often generated by the students themselves. Some of the suggested ways to give feedback are the use of word processing tools, grammar and spelling checkers, and readability assessments. Students’ knowledge can also be measured through classroom response systems such as “clickers” used with Smart Boards and grading software. Web resources are also available such as www.brainpop.com and www.bbc.co.uk/skillwise. Communication software can also be used to evaluate students’ writings through blogs, wikis, email, instant messaging, and video conferencing (Pitler, 2007).
Our readings from the Center for Applied Special Technology (CAST) focused on the three brain networks that research has identified that are utilized in the learning process. The recognition networks learn and retain the patterns in our world – whether that is letters, numbers or picture elements. Recognition networks are engaged in students when we provide multiple examples of the materials that must be learned. “Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples” (Rose & Meyer, 2002). Digital forms, pictures and resources provide numerous ways to meet students’ needs. Secondly, “good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students’ learning” (Rose & Meyer, 2002). Emphasizing key features can be done through voice volume, face, pitch and tone; italics, bold, and enlarged text; as well as musical lessons. Thirdly, teachers who offer redundancy by presenting multiple representations of patterns give choices to students to find the best way for them to learn. Finally, connecting the new information to knowledge already attained can be done by reflecting and reviewing vocabulary (Rose & Meyer, 2002).
Strategic learning networks are the areas of the brain which support the “how” of learning. Teaching methods suggested for helping students develop these skills are – giving multiple models of a process, providing opportunities to over-learn the steps, offering many forms of feedback through various media types, and providing accommodating opportunities to prove the skill has been attained (Rose & Meyer, 2002).
Affective learning networks are what make students engaged, motivated, and attracted to learning. Choice is key to tapping into a student’s affective learning processes. Decisions in content, difficulty, context and rewards all stimulate the affective learning networks in students (Rose & Meyer, 2002).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., II.E., III.A., III.B., III.C., III.D., III.E., IV.A., V.D., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, & 6.3
TExES: Competency 2 & 6
The Pitler reading focused on meeting the needs of diverse learners through answering question two in the lesson planning queries. The second question is “which strategies will provide evidence of student learning?” (Pitler, 2007, p. 39) This question is answered in two ways – by giving formative or summative feedback. In Chapter 2 of Pitler’s book, Using Technology with Classroom Instruction that Works, the author outlines multiple ways to give formative feedback to students. Feedback, in general, should be timely, precise to a measured standard, corrective and often generated by the students themselves. Some of the suggested ways to give feedback are the use of word processing tools, grammar and spelling checkers, and readability assessments. Students’ knowledge can also be measured through classroom response systems such as “clickers” used with Smart Boards and grading software. Web resources are also available such as www.brainpop.com and www.bbc.co.uk/skillwise. Communication software can also be used to evaluate students’ writings through blogs, wikis, email, instant messaging, and video conferencing (Pitler, 2007).
Our readings from the Center for Applied Special Technology (CAST) focused on the three brain networks that research has identified that are utilized in the learning process. The recognition networks learn and retain the patterns in our world – whether that is letters, numbers or picture elements. Recognition networks are engaged in students when we provide multiple examples of the materials that must be learned. “Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples” (Rose & Meyer, 2002). Digital forms, pictures and resources provide numerous ways to meet students’ needs. Secondly, “good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students’ learning” (Rose & Meyer, 2002). Emphasizing key features can be done through voice volume, face, pitch and tone; italics, bold, and enlarged text; as well as musical lessons. Thirdly, teachers who offer redundancy by presenting multiple representations of patterns give choices to students to find the best way for them to learn. Finally, connecting the new information to knowledge already attained can be done by reflecting and reviewing vocabulary (Rose & Meyer, 2002).
Strategic learning networks are the areas of the brain which support the “how” of learning. Teaching methods suggested for helping students develop these skills are – giving multiple models of a process, providing opportunities to over-learn the steps, offering many forms of feedback through various media types, and providing accommodating opportunities to prove the skill has been attained (Rose & Meyer, 2002).
Affective learning networks are what make students engaged, motivated, and attracted to learning. Choice is key to tapping into a student’s affective learning processes. Decisions in content, difficulty, context and rewards all stimulate the affective learning networks in students (Rose & Meyer, 2002).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., II.E., III.A., III.B., III.C., III.D., III.E., IV.A., V.D., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, & 6.3
TExES: Competency 2 & 6
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