Week 5 UDL

 I love the approach taken in the article Universal Design for Learning: Guidelines for Accessible Online Instruction as it is beneficial for ALL students. I work with gifted/high achievers and they are often overlooked when discussing differentiation. The UDL method encourages looking at the curriculum as "disabled" instead of the student and this shift in thinking changes the framework to a more student centered framework. This works to help all students achieve their best and not only those who have disabilities. "Focusing on flexibility and reducing barriers to learning, UDL acknowledges that students learn differently and suggests that students with sensory disabilities, learning disabilities, and language or cultural differences need learning environments that meet their particular ways of learning" (Rogers-Shaw et at., 2018, p. 24). Even gifted students have different learning styles. In short, Universal Design for Learning directs us to reshape educational practices by discarding our assumptions of a shared background. Instead, it encourages a shift toward learner-centered and collaborative approaches. UDL emphasized the use of various means for presenting information, engaging students, and allowing diverse forms of expression. It also underscores the importance of ensuring the content's relevance, value and authenticity. The importance of incorporating real-life tasks into learning experiences, and providing flexibility to accommodate individual needs and preferences. 

To connect my lesson, students will be given the opportunity to collaborate and adjust the difficulty of their own presentations based on their knowledge/skill level. This ties into the UDL model nicely as we work through the process together in creating an individual presentation to share. 

One of the strategies involved in my lesson on Famous Floridians is having students set their own goals for how many slides they will create and how intricate these slides are. This gives them the autonomy to challenge themselves and is automatically differentiated for each student as their presentations will differ in complexity. The resources on the CAST website point out that all learners "perceive and comprehend information that is presented to them" in different ways. My lesson allows students to watch videos, read articles, and even listen to a podcast as a means of learning about their chosen person. 

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 20-31.

About universal design for learning. CAST. (2021, April 20). https://www.cast.org/impact/universal-design-for-learning-udl#.XGn5889Kho4.

 

Week 3 Infographic

Welcome to week 3, where my trendy and stylish infographic will summarize Chapter 5 of "How People Learn II." This chapter delves into the multifaceted nature of learning by considering individual differences (background knowledge affects learning), sociocultural factors (family and culture influence learning), identity (how students perceive themselves), motivation (do they have goals?), and the importance of creating inclusive learning environments. It also highlights the need for a holistic and culturally sensitive approach to education that will take into account the full spectrum of factors that greatly influence the learning process. 

Gura, M. (2016). Make, Learn, Succeed: Building a Culture of Creativity in Your School. International Society For Tech In Ed.

National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II. National Academies Press. https://doi.org/10.17226/24783

Week 2

Week 2

1:

Authentic intellectual work is an approach to education that goes beyond surface-level learning. It challenges students to engage in activities and tasks that require them to think, create, and problem-solve. Instead of simply memorizing facts and figures, students are encouraged to understand the broader context of what they're learning and how it applies to their lives and the world around them. One of the major benefits of authentic intellectual work is its relevance. When students are able to see how their learning connects to the real world and their life, they are much more engaged and motivated to learn. It also nurtures critical thinking skills which are so lacking in many of today's students. They learn to analyze information, question assumptions, and make informed decisions. All skills that are so valuable in today's world. According to the text, construction of knowledge should involve organizing, evaluating, or synthesizing prior knowledge to solve new problems (King, et al, 2009). This work often involves tackling complex, open-ended problems. This encourages our students to think creatively and also to develop innovative solutions. The Cambridge program I teach encourages innovation and students often struggle with what this even is. This type of approach often spans multiple subject areas, which not only fosters a holistic understanding but also encourages students to make connections between different areas of knowledge. An example of a 4th grade social studies assignment would be for each student to choose a historical event or figure based in/from Florida. Students would be encouraged to use primary and secondary sources to gather information and then present their findings to the class. They could choose digital presentations, posters, or reports. I have even held a wax museum for students to role-play reenactments of historical events or people.

2:

Integrating technology into the components of authentic intellectual work into my 4th grade classroom enhances my students' engagement, facilitates research, and promotes collaboration. Some ways I do this are by allowing students to complete "Passion Projects" once a month. Students have a question that they are interested in answering and present it to me. Once approved, they engage in research to answer their question or at the very least, grow their knowledge on the topic. They then present what they learned to the class with a self-chosen method. Most often, they use PowerPoint or create an infographic to put on the board of learning.

3:

The connection between the authentic intellectual work approach and Kolb's deep dive into engagement and enhancement can be seen in the student's active participation in the learning process. They are immersing themselves in the topic and exploring it deeply. The enhancement is that the students often come up with questions that stem from something else we are learning. Such as when we read Esperanza Rising and they want to learn more about the Mexican Revolution or Number the Stars which often sparks an interest in World War 2. This deep engagement leads to a richer understanding of the events that are the backdrop for these novels which gives a more profound connection. It says in the text, "all students, in particular at-risk students, learn best when they are asked to use their higher cognitive skills to think deeply about learning concepts and ideas" (Kolb, 2020). Since I teach in a Title 1 school, this type of learning is especially important to help engage the diverse population I have in my classroom.

References

Kolb, L. (2020). Learning First, Technology Second in Practice: new strategies, 

     research, and tools for student success. International Society for Technology in Education.

Carmichael, D. L., King, M. B., & Newmann, F. M. (2007). Authentic instruction and

     assessment: Common standards for rigor and relevance in teaching academic subjects.

State of Iowa Department of Education.

U.S. Department of Education (2017). Reimagining the Role of Technology in Education: 2017

     National Education Technology Plan Update. U.S. Department of Education.

Week 1 Blog Assignment

 Hi Friends, I'm Sandy from Sarasota, Florida and I'm super excited to have successfully finished my first two classes in my masters program (Curriculum and Instruction - Reading)! I was nervous that I wouldn't be able to manage it on top of teaching 4th grade, being team lead, and mentoring two other teachers all at the same time, but I'm doing it! 😁  I've been in education my whole life in some way, from teaching dance classes to preschool and finally to public school. 4th grade is definitely the place I'm meant to be and this is my 9th year teaching it! I have four grown children of my own, a hard-working husband who happens to be from Oklahoma, and 5 grandbabies with two on the way! Life is good! ❤

The ISTE standard I've chosen is 

1.6.a Choose Platforms or Tools

Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication

I couple this in my 4th grade classroom with our weekly mini research projects. I work with gifted/advanced students and they complete an assignment each week within a given set of choices that goes along with our reading/social studies units. They may choose how to display their new knowledge which fits under Florida's BEST Standard ELA.4.C.4 Researching and Using Information ELA.4.C.4.1: Conduct research to answer a question, organizing information about the topic, using multiple valid sources. Many students choose to create an infographic online or even a PowerPoint which they share with the class that highlights what they've learned about. Recently they've learned about aging, tornado/hurricane safety, and the government.

As a part of the Cambridge program I teach, students have attributes that we use as a guide for desired qualities in a learner. Innovative and Creative are two of these attributes so it merged nicely with Mark Gura's belief that students should be creative and innovative (Gura, 2016). Giving students a choice in not only the topic they choose to learn about but also in the way that they share that learning allows them to explore their own creativity. They often practice innovation when they choose a non-digital platform to share their learning and it is invigorating to see some of the end results of this consistent activity in my classroom. 

Gura.M. (2016). Make, learn, succeed: Building a culture of creativity in your school. International Society for Technology in Education.