I have written unit plans for every unit I've ever taught, but writing the UDL lesson was more of an experience than an assignment. Universal Design for Learning forced me to think about layering a lesson so that every learner is given multiple opportunities to learn in a way that is best for them.
My classes have always been filled with diverse learners and I am accustomed to accomodating and modifying lessons and activities with varying abilities. However, when I applied the lesson to the group project scenario, I had to address the learning needs of hearing impaired and blind students, gifted and talented students, and students with varying ability levels in the same classroom.
Throughout the process, I had to assume that a sign-language interpreter and sight-aide were not in the classroom to assist. I enjoyed the challenge of creating visual interpretations for a hearing impaired student and tactile experiences for a blind student. It is important to me that the students' learning is the focus, rather than the disability. Using spaghetti to represent lines was an idea that came to me over dinner, but the value of my idea was confirmed when I discovered a BrainPop video that also uses pasta to represent lines and easy-to-read text and graphics. Coordinating the video and pasta into the classroom lesson addressed both the needs of the hearing impaired and the visually impaired students.
To address the needs of the gifted students and the students with varying ability levels, I applied the UDL principle of providing options for expressing skill levels and choices of media for communication, while continuing to provide options for visual and tactile activities. In the guided practice piece, I tried to include three activities that would present a challenge, but generate success, for all students. The activities in the three groups challenged the students to create a visual and tangible representation of the new terms and concepts the students were learning. The groups also offered the teacher the opportunity to steer students to the guided practice activity best suited for their individual learning needs and success.
In the assessment piece, I applied the UDL principles of authenticity, providing varying ways to interact with materials and assistive technologies. The PhotoStory project offered students the choice of working with a partner to create visual, audio and text that work together to explain a concept. The art project offered students a creative means to interpret terms and concepts.
Another component in writing this lesson that I continually considered was the technology experience of the teacher. I didn't want to overwhelm the teacher with information, instructions, and set-up for multiple pieces of technology. If the teacher feels overwhelmed, he is less likely to continue to use technology.
Writing a UDL lesson was a wonderful experience for me. Throughout the process, I found myself thinking of students I currently teach and whether or not my methods of instruction are meeting their needs. While I have an advantage over most teachers because I have a computer lab in which to teach, I realize that there are layers recognition, strategic and affective networks that I am missing. I am so glad that I have learned about UDL, and it is definitely a method of lesson development I will continue to use.
Thursday, December 3, 2009
Tuesday, September 8, 2009
Immigrants Unite!
After reading the Digital Natives, Digital Immigrants 2 part article by Marc Prensky, I felt almost guilty for letting down the needs of my digitally-minded students. I feel like I need to step it up in the classroom and incorporate more technology and I intend to do just that, but I told a colleague about the article and what she said has made me think that generalizing is dangerous business in the classroom.
My colleague and friend mentioned that her daughter prefers the "lecture and give me what I need to know" approach to teaching. She doesn't like bells and whistles, just the facts. I completely understand, and appreciate, that auditory learners prefer being told rather than sifting through information and reading to find what they need. So what about podcasts or other auditory forms of technology?
After talking about that, my colleague and I recalled how much our students hated using video tutorials for Photoshop. This made me think that there's only one thing we can do-go directly to the source. Students are the only people who can tell us how they learn best and what kinds of technology they want to use. Prensky also suggests this approach. Ask the natives what they want and give them choices.
Immigrants, let us unite and work with the natives rather than trying to guess what they need or like!
My colleague and friend mentioned that her daughter prefers the "lecture and give me what I need to know" approach to teaching. She doesn't like bells and whistles, just the facts. I completely understand, and appreciate, that auditory learners prefer being told rather than sifting through information and reading to find what they need. So what about podcasts or other auditory forms of technology?
After talking about that, my colleague and I recalled how much our students hated using video tutorials for Photoshop. This made me think that there's only one thing we can do-go directly to the source. Students are the only people who can tell us how they learn best and what kinds of technology they want to use. Prensky also suggests this approach. Ask the natives what they want and give them choices.
Immigrants, let us unite and work with the natives rather than trying to guess what they need or like!
Sunday, September 6, 2009
Hands Off the Mouse!
One of the articles I read last week for my Concepts of Education Technology class mentioned letting students play more of an active role in technology integration in the classroom. I completely agree with the idea. Some of my students can do things with technology that I never dreamed of doing, and they teach me!
After considering all the things my students know how to do before they even walk in my classroom, I've decided to become a partner in learning rather than a lecturer. I want my students to depend on themselves and feel confident in their ability to learn things without me spoon-feeding it to them. Therefore, I am adopting and adapting the "Hands off the Mouse" approach to teaching.
"Hands off the Mouse" means not taking the mouse out of a student's hand to show them how to use a piece of software. Instead, I talk them through a process so that they are doing the clicking. This is harder than I thought. I never realized what a habit my mouse take-overs had become until I had to force myself not to do it, but I have been avoiding mouse take-overs for a week now and it's paying off.
I noticed after just two days of hands off my students are picking up processes much quicker. They are not asking for the same directions over and over, and they are also more confidently attempting to do things on their own even though they might not "get it".
Most notably, however, is the help they are offering to each other. I watched a freshman boy checking on and helping the upperclassmen on either side of him. When I told him how awesome I thought it was that he was helping his neighbors he started helping students all over the classroom! Incredible! This set off a chain reaction and the quality of the work in that particular class is far and away superior to, and more creative than, my other classes. I also noticed that when they help each other they talk each other through the process-no mouse take-overs. Interesting.
After the success of "Hands off the Mouse", I am going to try more student-centered strategies.
After considering all the things my students know how to do before they even walk in my classroom, I've decided to become a partner in learning rather than a lecturer. I want my students to depend on themselves and feel confident in their ability to learn things without me spoon-feeding it to them. Therefore, I am adopting and adapting the "Hands off the Mouse" approach to teaching.
"Hands off the Mouse" means not taking the mouse out of a student's hand to show them how to use a piece of software. Instead, I talk them through a process so that they are doing the clicking. This is harder than I thought. I never realized what a habit my mouse take-overs had become until I had to force myself not to do it, but I have been avoiding mouse take-overs for a week now and it's paying off.
I noticed after just two days of hands off my students are picking up processes much quicker. They are not asking for the same directions over and over, and they are also more confidently attempting to do things on their own even though they might not "get it".
Most notably, however, is the help they are offering to each other. I watched a freshman boy checking on and helping the upperclassmen on either side of him. When I told him how awesome I thought it was that he was helping his neighbors he started helping students all over the classroom! Incredible! This set off a chain reaction and the quality of the work in that particular class is far and away superior to, and more creative than, my other classes. I also noticed that when they help each other they talk each other through the process-no mouse take-overs. Interesting.
After the success of "Hands off the Mouse", I am going to try more student-centered strategies.
Wednesday, September 2, 2009
Texas Long Range Plan for Technology
The Texas Long Range Plan for Technology, 2006-2020 includes recommendations for Educator Preparation and Development. The recommendations outline the current status of technology integration in Texas classrooms and the future of technology education for teachers. Included are specific improvement recommendations for state and local agencies, regional service centers, colleges and universities, and community members.
Progress in the area of teacher preparation and professional development is slow, although new teachers who graduated from college education programs seem to know more about technology integration than teachers who completed alternative certification programs. As far as staff development is concerned, I am blessed to be teaching in a school that opened in 2006 and was built with technology as a component of instruction where most teachers are eager to integrate technology. Professional development programs I have attended in the last three years have been useful, but the most helpful information comes from time we are given each week to collaborate with other teachers.
In my district, online sources of professional development are becoming increasingly popular and available. Online courses provided by the district are accessible through the district website. Courses from using Excel spreadsheets to creating a podcast are available 24/7.
It has been my experience that teachers on my campus want to learn to use technology; they simply do not have time. More time should be devoted to technology-related professional development. Technology lessons for teachers could be broken down into small segments that teachers would be more likely to attend.
Progress in the area of teacher preparation and professional development is slow, although new teachers who graduated from college education programs seem to know more about technology integration than teachers who completed alternative certification programs. As far as staff development is concerned, I am blessed to be teaching in a school that opened in 2006 and was built with technology as a component of instruction where most teachers are eager to integrate technology. Professional development programs I have attended in the last three years have been useful, but the most helpful information comes from time we are given each week to collaborate with other teachers.
In my district, online sources of professional development are becoming increasingly popular and available. Online courses provided by the district are accessible through the district website. Courses from using Excel spreadsheets to creating a podcast are available 24/7.
It has been my experience that teachers on my campus want to learn to use technology; they simply do not have time. More time should be devoted to technology-related professional development. Technology lessons for teachers could be broken down into small segments that teachers would be more likely to attend.
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