I am continuing my journey to “address the diverse needs of all learners using learner-centered strategies providing equitable access to appropriate digital tools and resources,” pursuant to ISTE Indicator 4(b). It seems that I am constantly on the lookout now for ways to address this goal. As this year was coming to a close, I stumbled upon a valuable resource that allowed me to tackle my goal head-on. My final unit of the year was a review of the historical events alluded to in the movie Forrest Gump (1994). When reading a non-fiction article on the Kent State Tragedy, it came to my attention that many of my Inclusion students were unaware of the controversial 1960’s and 1970’s; therefore, I decided to end the year centered around this once very popular film. I had students conduct research on ten historical events; while my grade level students conducted their own search, my lower-level students were sent on a Webquest. As we watched the movie, students were impressed with Gump’s fictional role in these events. Just today, I prompted them to write a persuasive letter to our principal trying to convince him of the value of movies in the classroom. With this letter, I was able to incorporate digital tools that provided a scaffold for my lower level students. Using resources from the website ReadWriteThink, found at http://www.readwritethink.org/, my students were able to create a Persuasive Map and later use a Letter Generator to assist them in completing the writing assignment. I found these two digital tools to be extremely engaging and helpful for my students, and I plan to begin next year using these to help students stay organized. On a side note, I did have one student who has obsessive compulsive disorder and hates to work with computers; they are very dirty, you know. So, I was able to print out the map and letter form for him to complete with his pencil; he and I were both quite satisfied.
My main concerns right now is finding different leveled online text centered on a common theme. Typically I teach units based on genre and theme. For example, I do two short story units: suspense and relationships. Ideally, I want to find short stories at different levels that address these themes. Honestly, I am under time constraints as I finish up the year, so I have not exactly sifted through the gazillion online resources. Does anyone have any suggestions?
So far, I feel that I have simply become more aware of the option to differentiate with technology. It seems to be a much more practical way to meet the needs of students – partly because it avoids the copying and organization of the traditional classroom. Also, I felt that Dr. Ross made a good point when he said that in reality it is only small numbers of students who will need that extra support with any given lesson (Laureate Education, Inc, 2009). In other words, educators will not have to differentiate for every student, but they should know their students well enough to see when modifications and accommodations need to be made.
Right now, I do not feel the need to venture away from this particular goal. As Dr. Ross suggested, the main reason kids do not use Assisted Technology is because their teachers either do not know they exist or do not know how to use them (Laureate Education, Inc, 2009). I want to know. Therefore, I will continue down this journey of trying to find ways in which technology can be used to meet the needs of my students. It’s an exciting venture.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part one. Baltimore: Author.
Wednesday, May 26, 2010
Wednesday, May 19, 2010
Incorporating UDL into my GAME plan
How to incorporate Universal Design for Learning (“UDL”) into my G.A.M.E. plan…
I am continuing to focus on ISTE Indicator 4(b) which states that teachers must “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” This is one of my intended learning strategies.
In order to develop, implement, monitor, and evaluate this part of my personal GAME plan, I need to first consider what units will be covered next year; which short stories, which nonfiction texts, and which poems will I use. I need to reflect on my essential understandings for each unit, as well as which indicators are being met. Our district is fortunate enough to have a curriculum map in place; however, every year I must reflect on what did and did not work in my classroom. In addition to the traditional year-end wrap-up, this year will be uniquely different as I plan for the incorporation of UDL strategies into my G.A.M.E. plan.
Desired Resources: I will need online resources to help me learn new ways to address the needs of all learners. I would like to have more time to collaborate with our district’s intervention specialists to learn new strategies. In addition, I would like to learn more about UDL - do they recommend resources? I would like to have access to assistant technologies such as visual tools, language tools, voice recognition tools, and organizational tools. Finally, I would like to find what I consider gold mine resources for teachers of the language arts: online tutorials that meet State indicators, webquests with differention, and more.
What I would like to know more about: I want to know more about where to find age appropriate high-interest, various reading leveled texts. I want to know more about how to use blogs, wikis, and podcasting within the school – we just recently upgraded our computer systems and should be able to have these capabilities in the near future. I will definitely need someone to demonstrate how these work within our school, as well as time to practice. I would like to know more about what capabilities for differentiation our current MAC computer systems offer. Finally, I would like to more about how to use the software more effectively to help all learners.
Steps I have taken so far: I became the squeaky wheel this year with our technology department. It was upon my insistence – which included various meetings with the superintendent and technology heads, conducting and posting the results of student surveys, and many, many follow-up phone calls and emails, that we now have this new module installed within our computer systems that will allow us to use more 21st century skills with our students. I would also include my master’s classes as steps I have taken so far. I cannot say enough about how my eyes have been opened to these new skills through my experiences with Walden.
Lori
9th grade English
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part two. Baltimore: Author.
I am continuing to focus on ISTE Indicator 4(b) which states that teachers must “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” This is one of my intended learning strategies.
In order to develop, implement, monitor, and evaluate this part of my personal GAME plan, I need to first consider what units will be covered next year; which short stories, which nonfiction texts, and which poems will I use. I need to reflect on my essential understandings for each unit, as well as which indicators are being met. Our district is fortunate enough to have a curriculum map in place; however, every year I must reflect on what did and did not work in my classroom. In addition to the traditional year-end wrap-up, this year will be uniquely different as I plan for the incorporation of UDL strategies into my G.A.M.E. plan.
Desired Resources: I will need online resources to help me learn new ways to address the needs of all learners. I would like to have more time to collaborate with our district’s intervention specialists to learn new strategies. In addition, I would like to learn more about UDL - do they recommend resources? I would like to have access to assistant technologies such as visual tools, language tools, voice recognition tools, and organizational tools. Finally, I would like to find what I consider gold mine resources for teachers of the language arts: online tutorials that meet State indicators, webquests with differention, and more.
What I would like to know more about: I want to know more about where to find age appropriate high-interest, various reading leveled texts. I want to know more about how to use blogs, wikis, and podcasting within the school – we just recently upgraded our computer systems and should be able to have these capabilities in the near future. I will definitely need someone to demonstrate how these work within our school, as well as time to practice. I would like to know more about what capabilities for differentiation our current MAC computer systems offer. Finally, I would like to more about how to use the software more effectively to help all learners.
Steps I have taken so far: I became the squeaky wheel this year with our technology department. It was upon my insistence – which included various meetings with the superintendent and technology heads, conducting and posting the results of student surveys, and many, many follow-up phone calls and emails, that we now have this new module installed within our computer systems that will allow us to use more 21st century skills with our students. I would also include my master’s classes as steps I have taken so far. I cannot say enough about how my eyes have been opened to these new skills through my experiences with Walden.
Lori
9th grade English
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part two. Baltimore: Author.
Friday, May 14, 2010
Are you G.A.M.E.?
The International Society for Technology in Education (ISTE) has provided educators with a “roadmap for improving learning and teaching.” When reflecting on the 2008 ISTE’s Educational Technology Standards for Teachers, I feel excited, anxious, yet eager. If my goal is to improve learning, I am convinced that technology is the key to unlock the often lackadaisical attitude of my students. They want to use technology. They are comfortable with it. It is simply their way of life. As Prensky (2008) states, “Today’s kids grow up in the light. They are deeply immersed in (technology) long before educators ever see them” (p. 40). So I guess I am excited simply because I want to see my students excited; I am anxious perhaps because I sometimes think I’m at the toddler stage of my technological implementation and comfort level; I am eager because I believe technology is the tool with which teachers and students can construct a more conducive learning environment. With that said, now it is time to put my G.A.M.E. face on and set some GOALS, decide what ACTIONS I want to take to achieve these goals, determine how I will MONITOR my progress, and EVALUATE my learning. When I can enter the world of my students as a confident teacher who utilizes all of the skills of the 21st century, my students and I will both benefit.
My first goal is to tackle the ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Determining the actions I take to become more proficient in this area depends on how self-directed I am when it comes to learning. Prensky (2008) provides some examples of real-world issues: immigration, adoption, physical fitness, and homelessness to name a few. However, as a believer in making strong, personal connections with my students, I believe I would start with what they feel are real-world problems. My school does not have a lot of immigrants; neither do we have huge problems with homelessness. However, we do have problems with poverty, survival in a single parent family, street gangs, and other. Specific actions would include searching the internet to learn more, interviewing local politicians, and conducting surveys. I would also want to incorporate interactive tools such as ePals so that students could collaborate on their ideas for solving authentic problems. Another idea would be to learn more about various projects that are already in place like The Monster Project or The Flat Earth Project (Laureate Education, Inc., 2009). In order to monitor my progress with this indicator, I would want to consider an audience for my students – who will they present their information to? What will be done with their ideas? Would they present their ideas live or via technology? Finally, in order to evaluate or extend these ideas, I would keep a reflection journal – possibly online by way of blog. By posting the classroom’s experiences online, I can collaborate with other professionals.
My second goal is to learn more about ISTE Indicator 4(b): “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” I need to find ways of differentiating my lesson. Currently, I hate to admit it, but I generally teach to the low-middle in my inclusion classes. However, I have some students in there who are capable of much higher work. These are the students who tend to have poor attendance, so they would typically fail a college preparatory class. However, I suspect there is a correlation between the challenges offered at school and their lack of attendance. Technology offers a number of ways to differentiate. Online texts and research capabilities are just a few ways of enriching curriculum. Aside from searching for higher level text regarding the topic at hand, other specific actions include learning more about individual tools like intelligent tutoring systems (ITS). According to Cennamo, Ross & Ertmer (2009), this type of software can “track student responses; make inferences about his/her strengths and weaknesses; and then tailor feedback, provide additional exercises, or offer hints to improve performance” (p. 53). In order to monitor my progress with this indicator, I might consider what components of differentiation are included in this type of instruction. Can I find online tutorials that reinforce skills? Can I find different levels of text? Is ITS something that my district can purchase or subscribe to? Personal evaluation of my growth in this area would include taking the initiative to introduce these options to other staff members and encourage implementation in our district. Collaboration and reflection will be a crucial part of the evaluation step.
As I pack my room in anticipation of moving to a new building, I am curious as to how my teaching strategies will change next year. With the promise of four computers in every room and additional computer labs that are available to students, the outlook for technology implementation is positive. Whatever technology I incorporate into the classroom will an exciting addition to my curriculum. And as suggested by Cennamo, Ross & Ertmer (2009), I will learn about the success of my newly imposed skills by asking the kids. “Learners need to describe what they have done and have learned and to reflect on how they learned it…” (p. 32). Reflection and articulation will be the best way to evaluate the success of these new ideas.
Lori
9th grade English
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Program four. Enriching content area learning experiences with technology part I. Integrating technology across the content areas. Baltimore: Author
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
My first goal is to tackle the ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Determining the actions I take to become more proficient in this area depends on how self-directed I am when it comes to learning. Prensky (2008) provides some examples of real-world issues: immigration, adoption, physical fitness, and homelessness to name a few. However, as a believer in making strong, personal connections with my students, I believe I would start with what they feel are real-world problems. My school does not have a lot of immigrants; neither do we have huge problems with homelessness. However, we do have problems with poverty, survival in a single parent family, street gangs, and other. Specific actions would include searching the internet to learn more, interviewing local politicians, and conducting surveys. I would also want to incorporate interactive tools such as ePals so that students could collaborate on their ideas for solving authentic problems. Another idea would be to learn more about various projects that are already in place like The Monster Project or The Flat Earth Project (Laureate Education, Inc., 2009). In order to monitor my progress with this indicator, I would want to consider an audience for my students – who will they present their information to? What will be done with their ideas? Would they present their ideas live or via technology? Finally, in order to evaluate or extend these ideas, I would keep a reflection journal – possibly online by way of blog. By posting the classroom’s experiences online, I can collaborate with other professionals.
My second goal is to learn more about ISTE Indicator 4(b): “address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” I need to find ways of differentiating my lesson. Currently, I hate to admit it, but I generally teach to the low-middle in my inclusion classes. However, I have some students in there who are capable of much higher work. These are the students who tend to have poor attendance, so they would typically fail a college preparatory class. However, I suspect there is a correlation between the challenges offered at school and their lack of attendance. Technology offers a number of ways to differentiate. Online texts and research capabilities are just a few ways of enriching curriculum. Aside from searching for higher level text regarding the topic at hand, other specific actions include learning more about individual tools like intelligent tutoring systems (ITS). According to Cennamo, Ross & Ertmer (2009), this type of software can “track student responses; make inferences about his/her strengths and weaknesses; and then tailor feedback, provide additional exercises, or offer hints to improve performance” (p. 53). In order to monitor my progress with this indicator, I might consider what components of differentiation are included in this type of instruction. Can I find online tutorials that reinforce skills? Can I find different levels of text? Is ITS something that my district can purchase or subscribe to? Personal evaluation of my growth in this area would include taking the initiative to introduce these options to other staff members and encourage implementation in our district. Collaboration and reflection will be a crucial part of the evaluation step.
As I pack my room in anticipation of moving to a new building, I am curious as to how my teaching strategies will change next year. With the promise of four computers in every room and additional computer labs that are available to students, the outlook for technology implementation is positive. Whatever technology I incorporate into the classroom will an exciting addition to my curriculum. And as suggested by Cennamo, Ross & Ertmer (2009), I will learn about the success of my newly imposed skills by asking the kids. “Learners need to describe what they have done and have learned and to reflect on how they learned it…” (p. 32). Reflection and articulation will be the best way to evaluate the success of these new ideas.
Lori
9th grade English
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Program four. Enriching content area learning experiences with technology part I. Integrating technology across the content areas. Baltimore: Author
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
Subscribe to:
Comments (Atom)
