Reflection Week 8

Reflection Paper
The immediate implementation of certain tools and processes from this course is vital to meeting the needs of my diverse students. As I approach a reflection of how to begin, I am reminded of Tomlinson's suggestion to start slow, but keep growing (Tomlinson, 1999). There are many ideas that I am tempted to include as soon as school begins in the fall of 2011, but the most important to me is assessment techniques through the help of technology (Tomlinson, 2008).
Before I can implement the Universal Design for Learners through Differentiated Instruction, I must know about my students' learning styles, profiles, interests, and abilities (Laureate Education, Inc., 2009c). Having student complete online surveys or teacher-created surveys is the first step I will take (Laureate Education, Inc., 2009c). As posted in our Differentiation Station, educators will "have a greater likelihood of reaching these students and providing the greatest chance for success" (Burroughs, 2011). This post offered four web sites where interest (http://www.union.k12.sc.us/ems/Teachers-Forms--student%20Interest%20S...), learning style (http://www.personal.psu.edu/bxb11/LSI/LSI.htm), multiple intelligences (http://www.thirteen.org/edonline/concept2class/mi/index.html ), and learning profile (https://docs.google.com/previewtemplateid=0AoTsLnwMBgkjdG5MWFBXMkd2em...) surveys are available which gather valuable information. These sources will help in my careful planning and thinking so that the most helpful information is gathered (Laureate Education, Inc., 2009b). Assessment of learning will also become a tool that is used throughout instruction in the form of blogs and surveys (Tomlinson, 2008). This will help me adjust curriculum and content to match the learners (Tomlinson, 2008).
Secondly, I will use the technology tool of the World Wide Web to research content options that will differ in ability levels and student interests (Laureate Education, Inc., 2009a). Branker underscores the role of technology with content "because by its nature, it affords the learner with a variety of options to engage and learn content material" (Branker, 2011). Technology can be helpful in creating multiple paths to the same goals (Rose & Meyer, 2002). This will allow for Differentiated Instruction on a larger scale as using WebQuests are engaging, interest driven, and self-paced (Bray, Brown, & Green, 2004).
Thirdly, I will use technology to create Differentiation Instruction to provide choice of product (Tomlinson, 2001). Allowing students to choose from the many Web 2.0 tools will raise the interest level and create differentiated learning environments with partners and small groups (Laureate Education, Inc., 2009c). Products such as podcasts, VoiceThreads, Glogs, blogs, and wikis challenge students to use new tools as well as differentiate according to interest, student readiness, and learning profile (Tomlinson, 2001). Burroughs again offers a resource that will provide ongoing help with technology tools through an edublog on how to use VoiceThreads for student-led conferences (Burroughs, 2011). Also, Wolsey suggests using podcasts as an alternative to paper and pen products (Wolsey, 2011). The postings of my colleagues in our Differentiation Station will be a constant source of inspiration. We have created a healthy environment of open discussion and collegial support.
These are the immediate adjustments I will make with regards to instructional practices to integrate customized instruction for my diverse learners (Laureate Education, Inc., 2009c). Technology can be a "path to global learning, collaboration, and group work" (Laureate Education, Inc., 2009c). By taking advantage of the powerful tool of technology, I can better differentiate instruction thereby creating several paths to the same goals and standards (CAST, 2009). Having the opportunity to use various technology tools throughout this course and discuss their use in the classroom has encouraged and empowered me to implement them into my classroom. My instructional practices will now be more aligned with the real world that awaits my students outside of my classroom (Rose & Meyer, 2002).


Resources

Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to
Classroom Practice. Thousand Oaks, CA: Corwin Press.
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved
from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc., (Executive producer). (2009a). Knowing your students [Video file]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc., (Executive producer). (2009b). Managing the differentiated classroom
[Video file]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc., (Executive producer). (2009c). What is differentiated instruction?
[Video file]. Reaching and engaging all learners through technology. Baltimore: Author.
P Branker (2011, May 22). UDL: Sharing ideas, building resources, part one [Web log comment]. Retrieved from http://groups.google.com/group/learners-and-technology
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
T Burroughs. (2011, May 16). Student interest/learner profile [Web log comment]. Retrieved from http://groups.google.com/group/learners-and-technology
T Burroughs. (2011, June 10). Great use of Voicethread [Web log comment]. Retrieved from http://teachingsagittarian.edublogs.org/2009/03/15/voicethread-as-a-digital-portfolio/
Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved
from the Walden Library ebrary.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
USA: Association for Supervision & Curriculum Development.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8-13.
Retrieved from Academic Search Premier database.
T Wolsey. (2011, May 11). Podcasts [Msg 38]. Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5093781&Survey=1&47= 6456460&ClientNodeID=984650&coursenav=1&bhcp=1

UDL Multimedia Presentation

I must say I had a great time working with my Glog! I finally had to quit because the possibilities are endless with color and doodads and moving symbols! I now know how to create a place to express myself - for education or for vacation photos with family and friends. This was fun! http://www.cast.org/teachingeverystudent/tools/

First, I have learned that there are a set of technology standards for teachers and students which have been established by the International Standards for Technology in Education. Just reading them and reflecting on my teaching strategies helped me assess how well I align with them. By following my GAME plan I have learned that technology should be an integral tool in my classroom. The two goals I chose will help me be a better role model for my students and create a more open line of communication with students and parents.

In reference to 3c (communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats), I have learned that this is a vital element of my profession. Parents today are very busy, and sometimes an e-mail or a class calendar that announces upcoming tests, projects, etc. is a valuable avenue with which they can stay connected to their student’s educational progress. Also, attaching links to my web page to documents containing class notes and daily activities helps me stay in touch with absentees. It gives them a detailed account of what they missed and holds them accountable for the information and assignments given in their absence.

One immediate adjustment I will make to my instructional practice is to review each unit of study and evaluate how technology could help my students interact with the curriculum. Another adjustment I will make is to ask students to be a part of the implementation process. I will need to release some of the accountability for learning to the students. They must learn to become their own advocate for knowledge as their future roles in society will require this. I will ask for their input when creating assessment rubrics as well as for lists of technology components with which they are interested in working that create opportunities for research that will help them understand the historical settings of our literature readings.

Helping students with NETS-S standards

By following through with my goals from NETS-T, I can help my students develop proficiency in the technology standards and indicators outlined in the NETS-S. My first goal was in reference to 3d, (model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning). Requiring my students to create a digital storyboard to present a research project will help them with student goal number 6, Technology Operations and Concepts. As I model the use of technology systems, I can help students transfer their current knowledge of technology to the learning of new technology. The first digital tool that I indicated in my initial GAME Plan was the addition of podcasts. I am still working on having students share their Paradise Lost slide shows by creating a link from my web page on the school web site to make the podcasts. Students need to make final revisions and receive approval from me to complete the process.
Any time my students use technology, especially with the intent of sharing a product with a wider audience, I will need to help my students accomplish NETS-S goal 5 of understanding human, cultural, and societal issues related to technology. I will help them define and practice safe, legal, and responsible use of information so that they can demonstrate personal responsibility for lifelong learning and can exhibit leadership for digital citizenship.
Having students work with a group using a blog for communications will cover NET-S goal 2 Communication and Collaboration. Just having students work in a group using any form of technology covers several of these goals. I must be diligent to continue working on my NET-T goals so that I can help them gain proficiency in their technology standards as outlined in the iste.nets web site (www.iste.org/).

This week I have learned about EduWiki.us with over 2,000 resources for projects which will help me implement my NETS-T goal of modeling the Web 2.0 tools for my students. I might need to adjust which web tools I want to implement first. The Google presentation sounds like it might be able to be added sooner than a blog or wiki would be added. I will stick with the two goals in my original GAME Plan for now. Until I have mastered those two basic goals, I do not feel like I should add or change my learning goals. I do think it is helpful to write down my goals and assess my progress so that I can make changes each week. It is also helpful to hear suggestions from my colleagues as they have experiences about using the web tools from which I can benefit.

I have learned that students are more open to the addition of technology in their path to learning curriculum than I thought! I also learned (or I should probably say confirmed) that choosing an outside audience for their product made my students work more diligently and proofread more carefully. It really hit them that this product would be a representation of themselves. My students will be posting their slide shows on my web page on our school’s web site. This is the first time I have had them present to the ‘community’ of our school and beyond.

I still need to learn how to do podcasts because there are a lot of good video clip resources I would like to show to help solidify or explain the ancient culture or not so distant past (We will be hitting Modernism and Post-Modernism, but my students have a hard time relating to a world without cell phones and drive thru windows!)

I was able to look at some other English teachers’ web sites to get ideas on communicating with parents. I know I will need to spend more time creating and adding links to resources or daily assignments/notes to help absentees stay on track with the class. Something I added this week to an assignment was an extra credit opportunity for anyone who added music or narration into their power point presentations. This scaffolding gave advanced students a challenge and creative outlet, yet the scaffolding afforded students who have not mastered the skill a chance to learn how to manipulate these tools without penalty.

GAME Plan Week 4

This week I have worked on my goal of communication through technology by putting into place my calendar for my web page on the school's web site. I filled in the months with each unit, so for my seniors the 17th and 18th century Age of Enlightenment literature unit will be completed at the end of next week; the Romantic Age in February; the Victorian Age during the month of March; the Modern Age after Spring Break in the second, third, and fourth weeks of April; and the Post-Modern Age in the first three weeks of May. By the end of this week my goal is to add links to documents of any worksheets we completed. Also, this is the fourth week of the semester, but since we missed an entire week of school due to snow and ice, we have really only completed three weeks of instruction. This is usually the time that I send out email updates to parents/guardians of students who may not be performing to their ability. I would like to streamline and enhance my communications through our comment section on our Parent Portal. I have not utilized the Parent Portal as much as I could. I still would like to talk with one particular colleague I know has experience with podcasts in her classroom. By the end of the week I would like to talk with her preferably in person, but at least by email.