This week the videos and lessons were on alignment between technology, curriculum and the experience the two have on a student’s success. Without a doubt tools used to increase equilibrium for the instructor side would be the Universal Design for Learning (UDL) format. It is not a one size fits all model but a comprehensive format to build a platform for gifted and talented to the lowest level of learners while maintaining a balance so that students’ self-esteem and motivation are intact for all level of learners. It is no wonder that technology plays a significant role in making this possible and has given me insight in to the hectic day a teacher must have in the classroom since I do not teach in the K-12 arena. Curriculum and technology must be aligned so that success and accountability are measureable from many different aspects as research has showed that technology increases scores for students from disadvantaged backgrounds (Page, 2002).
Another revelation that should be obvious but is subtle was that classroom diversity could easily be managed through the implementation of technology. "Cultural, educational, and legal changes have significantly altered the mix of students in regular education classrooms" (Meyer, 2002). At first I thought, “Well sure” then realized that not all districts have technology and the support that goes with it, however they expect the same results as those with technology. That would be hard to accomplish given that the rubric for assessing would be the same.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1.Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Summation of Brainstorming Session, Saturday, March 5, 2011 Met via Skype from 10:00 am. to 12:07 We will use deforestation lesson plan. We will apply UDL structure to the lesson. Team development
1. Provide evidence each team member has contributed to initial brainstorming and planned ways to solve the scenario for the group project.
Michael Peck, Carolyn Poe and Varnell Cole met online Saturday, March 5th for 2 hours using Skype.
2. Provide evidence of who will be responsible for which parts of the project construction and who will be the team leader for the full project, or how that role will rotate throughout the project.
Michael Peck will be team leader – post the scenario and update website Carolyn Poe – research and proof reader Varnell Cole – Provide activities for the 3 classified students.
4. Brainstorm-ing should include evidence of discussions regarding the guiding questions provided in the scenario: -What process will you use as a learning team to solve the scenario-based problem?
We will use Skype and Google Docs
-Who should be a part of the learning team composition? Michael Peck Varnell Cole Carolyn Poe
-Who will be the team leader to get the project started and keep the team on track? Michael Peck
-What skills will your learning team need to possess to successfully solve this problem? Content Knowledge Technology Knowledge
-Which team member has experience with special needs students? Michael Peck – none Varnell Cole – hard of hearing student but not deaf Carolyn Poe – none
-What will be the roles of each team member in the development, implementation, and assessment of the program?
Micheal Peck brought forward the World Geography Lesson, Varnell Peck will add activities for special needs population, Carolyn will add technology sites for teacher resources.
-Who will be responsible for ensuring the technology-based learning activities are research-based? All three team members will cross check each other.
-What grade level and content area(s) will you address? 9th grade
-What will the learning activities look like? To be determined. We will meet again on Tuesday, March 8th to finalize our thoughts on this.
-How will you assess the effectiveness of the learning activities?
Multiple ways. We will offer the students to create a report, verbal feedback, create a PowerPoint to share with the class, question and answer for the hearing impaired as well as the blind student.
-What technology tools will be included in the -Google wiki/Web site format your team will use for the final delivery of your scenario solution? Will it include video, documents, and other technology project samples? Discussed werewww.youtube.com,www.googleearth.com,www.livebinder.com
-Who will publish your work and to which free sites such as TeacherTube, Google Videos, Flickr, or others will be linked back to the Google team wiki/Web site? Michael Peck will publish to the team Google Site – TechSaavyTeachers https://sites.google.com/site/techsaavyteachers/
This week the videos and lessons were on alignment between technology, curriculum and the experience the two have on a student’s success. Without a doubt tools used to increase equilibrium for the instructor side would be the Universal Design for Learning (UDL) format. It is not a one size fits all model but a comprehensive format to build a platform for gifted and talented to the lowest level of learners while maintaining a balance so that students’ self-esteem and motivation are intact for all level of learners. It is no wonder that technology plays a significant role in making this possible and has given me insight in to the hectic day a teacher must have in the classroom since I do not teach in the K-12 arena. Curriculum and technology must be aligned so that success and accountability are measureable from many different aspects as research has showed that technology increases scores for students from disadvantaged backgrounds (Page, 2002).
Another revelation that should be obvious but is subtle was that classroom diversity could easily be managed through the implementation of technology. "Cultural, educational, and legal changes have significantly altered the mix of students in regular education classrooms" (Meyer, 2002). At first I thought, “Well sure” then realized that not all districts have technology and the support that goes with it, however they expect the same results as those with technology. That would be hard to accomplish given that the rubric for assessing would be the same.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1.Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved March 5, 2011 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830http://www.udlcenter.org/aboutudl/udlguidelines
Brainstorming Session with Project Team: https://docs.google.com/document/d/1_hSJtcZKq3RVtLMlg21fq4ORKhiy3_-Lz0ptN4yr1WM/edit?hl=en#
Summation of Brainstorming Session, Saturday,
March 5, 2011
Met via Skype from 10:00 am. to 12:07 We will use deforestation lesson plan.
We will apply UDL structure to the lesson.
Team development
1. Provide evidence each team member has contributed to initial brainstorming and planned ways to solve the scenario for the group project.
Michael Peck, Carolyn Poe and Varnell Cole met online Saturday, March 5th for 2 hours using Skype.
2. Provide evidence of who will be responsible for which parts of the project construction and who will be the team leader for the full project, or how that role will rotate throughout the project.
Michael Peck will be team leader – post the scenario and update website
Carolyn Poe – research and proof reader
Varnell Cole – Provide activities for the 3 classified students.
3. Team Google doc link sent to the instructional associate.
https://docs.google.com/document/d/1eBZxfI6uA7-CfsxjevB_dwJRo62Uc1Uv42orwFRkJBM/edit?hl=en#
4. Brainstorm-ing should include evidence of discussions regarding the guiding questions provided in the scenario:
-What process will you use as a learning team to solve the scenario-based problem?
We will use Skype and Google Docs
-Who should be a part of the learning team composition?
Michael Peck
Varnell Cole
Carolyn Poe
-Who will be the team leader to get the project started and keep the team on track?
Michael Peck
-What skills will your learning team need to possess to successfully solve this problem?
Content Knowledge
Technology Knowledge
-Which team member has experience with special needs students?
Michael Peck – none
Varnell Cole – hard of hearing student but not deaf
Carolyn Poe – none
-What will be the roles of each team member in the development, implementation, and assessment of the program?
Micheal Peck brought forward the World Geography Lesson, Varnell Peck will add activities for special needs population, Carolyn will add technology sites for teacher resources.
-Who will be responsible for ensuring the technology-based learning activities are research-based?
All three team members will cross check each other.
-What grade level and content area(s) will you address?
9th grade
-What will the learning activities look like?
To be determined. We will meet again on Tuesday, March 8th to finalize our thoughts on this.
-How will you model examples for the teacher?
To be determined. Possiblities include www.youtube.com, www.slideshare.com, and voice over PowerPoints.
-How will you assess the effectiveness of the learning activities?
Multiple ways. We will offer the students to create a report, verbal feedback, create a PowerPoint to share with the class, question and answer for the hearing impaired as well as the blind student.
-What technology tools will be included in the -Google wiki/Web site format your team will use for the final delivery of your scenario solution? Will it include video, documents, and other technology project samples?
Discussed were www.youtube.com, www.googleearth.com, www.livebinder.com
-Who will publish your work and to which free sites such as TeacherTube, Google Videos, Flickr, or others will be linked back to the Google team wiki/Web site?
Michael Peck will publish to the team Google Site – TechSaavyTeachers
https://sites.google.com/site/techsaavyteachers/