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
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Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved
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Laureate Education, Inc., (Executive producer). (2009c). What is differentiated instruction?
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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.
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Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
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Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8-13.
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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