A social network is a place to share ideas, clarify misconceptions, provide feedback and work with colleagues. I found it very helpful to bounce ideas off of others. I enjoyed receiving feedback on my posts from colleagues. Knowing others would view my work made me put even more time and energy into what I was going to post. I looked forward to reading what others had posted in order to add to resources I had already found. I enjoyed the camaraderie and collaboration in our social network. It was easy to use and is full of valuable information. It was especially interesting to read other posts to compare others’ thoughts, opinions, and resources to mine. It encouraged me to expand my own knowledge. Together we can boost one another’s motivation and morale. We may need reminding that when we have faith that our students can learn, they can learn just about anything (Laureate Education, 2009e). Our resources on the social network are researched and described by our members. Using what we have worked on collaboratively can save me hours of time to search for all by myself. I am thankful to have had the opportunity to share with my colleagues and to have an amazing resource that I will definitely use. I am seriously considering beginning a social networking site with my teachers. I feel it is a very valuable tool! What a great forum to work together toward a common goal.
One of the best parts of our social network is that it will not disappear and will remain a resource I can return to again and again. I can use the resources there as I slowly integrate Universal Design for Learning and Differentiated Instruction into my school. I will refer to them as I assist teachers to us more differentiated instruction in the classroom. I know, if I try to do too much too quickly, that it will not have a positive outcome in my school (Tomlinson, 1999). Each month I can highlight a different resource found on the social network. Many of the sites have links to other sites that I will investigate to analyze their usefulness in my school.
One of the resources I found was an inservice day presentation about multiple intelligences (http://www.op97.k12.il.us/lincoln/mi.html). This is a resource I can definitely adapt to present to the teachers in my school. I also will use the Power Point presentation I created on Universal Design for Learning (http://www.slideshare.net/LynneKMath/udl-presentation-48204) to help the teachers in my school understand what it is, how it can be used, and how they can help our students learn more. I will inform teachers that differentiation is using the same goals for all students, but changing the pathways to reach those goals (Laureate Education, 2009j). I must meet with my new principal, in the beginning of the year, to run things by her and to see if she is in agreement with what I wish to share with the teachers.
Technology is a valuable tool to meet students’ needs in many different ways. It can assist me in surveying students, reviewing content in new and interesting ways, practicing skills through games and activities, creating new products, or expanding knowledge through enrichment exercises. Technology allows connections to the real world, prepares students for their futures, motivates and engages students, makes learning more personalized and gives students an opportunity to create authentic products (Laureate Education, 2009d). Also, technology can enlarge text, read text out loud, translate specific content, or house differentiating assignments for each student. Technology can be incorporated in tiered lessons and tic-tac-toe choice boards. When using technology to differentiate learning, the sky is the limit. Students can plan their own learning, contact experts in a field, or solve real world problems using technology. Technology is amazing, however the digital divide could hamper technology integration in my school (Salend, 2009). It is unfair that there is such an inequity between districts that own a lot of technology and ones such as mine that are ninety-eight percent poverty and lacking technology (Bray, Brown & Green, 2004). Funding for incorporating digital resources into our classrooms may be a problem in my district. Technology is an expensive tool to purchase (Smith & Throne, 2007). We have a grant resource person in my district that I plan to contact and work with to secure more technology in my school (Smith & Throne, 2007).
Technology ensures students are engaged in their learning and increases the amount and depth of their learning (Laureate Education, 2009c). Technology can be used to differentiate by readiness, interest, learning profile, content, process and/or product. A tic-tac-toe board of choices for students can be created using technology and can incorporate technology into students’ differentiated choices. This allows students to choose what they prefer to do and are good at doing (Rose & Meyer, 2002). When students have the choice to pick ways they choose to learn, they will learn more than imagined (Tomlinson, 2009). Technology is a patient tool that offers immediate feedback, can create individual learning pathways, and fosters interest and enthusiasm in the quest for information (Smith & Throne, 2007). Technology can be used for skill and drill, tutoring, practice, or enrichment. The goal of differentiation is to challenge each learner at the appropriate level (Rose & Meyer, 2002). Technology assists teachers with this goal. Technology is like a magnet for students. We have a large ELL population who really enjoy time on the computer. There is a lot of English on the Internet and, therefore, it can contribute to ELL students’ understanding and use of English (Bray, Brown & Green, 2004). Also, technology can link ELL students to contacts on the Internet who speak the same language and belong to the same culture (Bray, Brown & Green, 2004). In addition, assistive and compensatory and remedial technologies help teachers differentiate to provide all students with adaptations to be successful in school (Bray, Brown & Green, 2004). Technology is a necessary tool to differentiate lessons for students in our least restrictive classroom environments (Bray, Brown & Green, 2004). We have adapted the inclusion model for our special education students. Technology is helpful in meeting the needs of our special education population. Also, technology allows teachers to store a large amount of information without messy papers or bulging drawers (Smith & Throne, 2007). It is a tool that allows us to differentiate our instruction without overwhelming amounts of paperwork (Smith & Throne, 2007).
There are some steps I can take to begin instructing teachers in my school about Universal Design for Learning (UDL) and Differentiated Instruction (DI). After the initial intruction using sites listed above, I can delve into specifics with the teachers. I know how important it is to begin the year with routines of grouping and working independently (Laureate Education, 2009f). For example, teachers should practice classroom groupings of some students working on differentiated tasks while others are working on specific standards-based activities (Tomlinson, 1999). Task cards or directions on tape are one way to foster independence in groupings in the differentiated classroom (Tomlinson, 1999). The routine of grouping will take practice. It may be best to begin with everyone working together on the same task and then provide differentiated materials within each center (Tomlinson, 1999). UDL and DI begins with identifying potential learning barriers and eliminating them (Meo, 2008). A helpful organizational tool may be the use of student folders (Tomlinson, 1999). Students’ differentiated work may be kept there for ease of work storage as well as organized one-on-one conference time with students (Tomlinson, 1999). Encouraging and planning on students working in groups gives them practice with a 21st Century Skill. Students are expected to leave school with the ability to work cooperatively and solve problems with others (Smith & Throne, 2007). Knowledge and skills with technology can assist students in finding higher paying jobs in their futures (Bray, Brown & Green, 2004). These are all discussion items I will bring up with the teachers in my school.
The classroom atmosphere is going to be changed using UDL and DI. Teachers should share their thinking about classroom activities and have discussions with students to improve classroom practices (Tomlinson, 1999). Teachers should get to know their students through discussions and surveys. Students who feel their teachers know them are more likely to take educational risks and increase their learning (Tomlinson, 2009). Many of the resources in this course recommend starting small with differentiation. This will also allow teachers a feeling of comfort and confidence as they successfully implement differentiated instruction one piece at a time (Smith & Throne, 2007). It is an excellent suggestion to work on differentiation with a partner with whom you can share the workload and bounce ideas off of (Smith & Throne, 2007).
Parents can be very helpful in the differentiated classroom. I will recommend teachers invite parents in to assist a group or work one-on-one with struggling students on a specific skill (Tomlinson, 1999). Parents may be willing to prepare materials or enter information into the computer to help out (Smith & Throne, 2007).
I need to explain that differentiated instruction is not a how-to list of strategies, but a way of thinking about teaching and managing a classroom (Laureate Education, 2009g). It gives each student the opportunity to increase his or her learning (Laureate Education, 2009h). The changes for differentiation should occur with the curriculum, not the individual student (Center for Applied Special Technology, 2009). Technology is new for many teachers, so they must continue to learn about new tools and strategies that will help students be most successful (Laureate Education, 2009g). Teachers’ new roles will be more guiding and coaching with daily formative assessment to inform us what our next steps should be (Laureate Education, 2009i). The teacher can carry a clipboard around to take notes on for future one-on-one conferences or to give students feedback (Tomlinson, 2008). Student response systems (clickers) can be utilized to reflect comprehension and give immediate feedback (Salend, 2009). Rubrics may also be used as a tool for students to reflect upon learning and self-assess to guide their own learning (Salend, 2009). Reflection is also key in assessing our own teaching and improving what we do in the classroom (Laureate Education, 2009i).
Another area I will guide teachers with in the beginning of the year is pre-assessment. Pre-assessment needs to be done in order to form flexible groupings based on readiness (Smith & Throne, 2007). It can then be determined which students need enrichment or reinforcement of specific skills (Smith & Throne, 2007). Brain-based learning has informed us that students need to be taught using recognition networks, strategic networks, and affective networks (Laureate Education, 2009b). It is important to learn about students’ networks since students assess the importance of each bit of information they learn, determining whether or not they feel it is valuable to learn about (Rose & Meyer, 2002). Formative assessment should continue throughout students’ learning (Tomlinson, 2009). It is an opportunity to give non-evaluative feedback to students. Teachers must give students feedback to guide their learning in the right direction and motivate them to continue to learn. Feedback on an ongoing basis is more valuable than a summative grade (Tomlinson, 2008). It will keep them on the right path to learning so that when they are summatively evaluated they will be able to demonstrate what they have learned.
Students are ready for a differentiated classroom. Teachers should not stand in the way to helping students maximize their own learning and incorporate 21st Century skills (Howard, 2004). As an instructional leader in my school I can inform teachers about UDL and DI so they may incorporate it into their daily teaching. Teachers have the ability to help each and every child learn to his/her potential. Together we can change education, one step at a time.
References:
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
Howard, K.L. (2004). Universal Design for Learning: Meeting the needs of all students. International Society for Technology in Education, 21 (5), 26-29. Retrieved from the ERIC database.
Laureate Education, Inc. (Producer). (2009a). Reaching and engaging all learners through technology. [Motion Picture]. Assessing Students. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Reaching and engaging all learners through technology. [Motion Picture]. Brain Research and Universal Design for Learning. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009c). Reaching and engaging all learners through technology. [Motion Picture]. High-Quality Curriculum. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009d). Reaching and engaging all learners through technology. [Motion Picture]. Introduction: Reaching and Engaging All Learners through Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009e). Reaching and engaging all learners through technology. [Motion Picture]. Introduction to Differentiated Instruction. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009f). Reaching and engaging all learners through technology. [Motion Picture]. Managing the Differentiated Classroom. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009g). Reaching and engaging all learners through technology. [Motion Picture]. Putting It All Together. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009h). Reaching and engaging all learners through technology. [Motion Picture]. Universal Design for Learning. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009i). Reaching and engaging all learners through technology. [Motion Picture]. Virtual Field Experience: Managing the Differentiated Classroom. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009j). Reaching and engaging all learners through technology. [Motion Picture]. What is Differentiated Instruction? Baltimore: Author.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School failure, 52(2), 21-30.
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
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48-58. Retrieved from Academic Search Premier database.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
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. (2009). Learning Profiles and Achievement. School Administrator. 66(2), 28-33. Retrieved from Education Research Complete database.
Tomlinson, C. (2008). Learning to Love Assessment. Educational Leadership, 65(4), 8-13. Retrieved from Academic Search Premier database.
Posts
No comments:
Post a Comment