Online Course Management Systems

Prfessional development presentation.

Reaching and Engaging all Learners through Universal Desing of Learning (UDL) and Differentiated Instruction (DI)

Throughout this course I have been able to take an in depth look into Universal Design of Learning and Differntiated Instruction. Through these researches, peer discussions and applications I have not only been able to understand the principles and concepts of UDL and DI but I am now able to take a proactive approach to engaging all learners in my lessons and units.

Using social networking sites to create a Differentiation Station has given me a place to compile resources as well as collaborate with those of my peers. With these technology applications based on the principles of UDL and DI I feel very confident in my efforts to make learning unique based on individual learning profiles, styles and preferences. I have found new ways of using old reliable resources as well as new ones to expand my lessons and give students multiple means of instruction, presentation and motivation.

I have already gotten postivie feedback from my research with the implementation of Lesson Checker and Lesson Builder from the CAST website. With the application of the Lesson checker to reinvent an old unit based on the Tic-Tac-Toe Mulitiple Intelligence board for DI, I have seen my students take a personal interest and ownership over the learning in the “What’s Mood got to do with it? “ lesson. In this lesson my students were able to use a wide variety of technologies including Odosketch, Classchatter, Read Write Think, Microsoft Publisher, Survey Monkey and Audacity to exlore and demonstrate a common goal. With this lesson students are encourages to find a learning style that suits them best and explore other options while communicating with their peers.

I feel the biggest concept one could take from Universal Design of Learning and Differentiated Instruction Application is that it does not translate into more work for teachers it translates into better more effective teaching strategies for the benefit of each individual learner. I look forward to my continued implementation of UDL and DI and reaching and engaging all learners.

References
Laureate Education, Inc. (Executive Producer). (2009b). Program Twenty. Reflection [Motion Picture]. Reaching and engaging all learners through technology. Baltimore: Author.

WALDEN6714 Google Groups . (2010, September 18).Google Groups . Retrieved October 29, 2010, from http://groups.google.com/group/walden-6714

Voicethread Presentation on Universal Design of Learning

http://voicethread.com/?#u733321.b1377036.i7299508

Check out my UDL/DI Voicethread.

Bridging Learning Theory, Instruction, and Technology

When thinking back to my personal learning theory I created 7 weeks ago, I feel I have a strong sense of what I believe works for my students and my environment. The biggest adjustment I have made from my new knowledge from the course Bridging Learning Theory, Instruction, and Technology is the difference between constructivism and constructionism. The “N” and the “V” seemed to be the same thing to me. Now I know that I focus way more on the “N” rather than the “V”. The process of constructionism, creating and artifact to represent knowledge and application of content and social learning theories are a vital part of my teaching.

I love gaining knowledge about new learning technology tools for my students to use. Voice threads will fit into my classroom so well. I am already in the process of having students upload and discuss the meanings and implications of artworks and styles on culture with students from around the world using epals.com. Voice thread is also a great way to get parents involved from the comfort of their own home. Virtual Field Trips (VFT) are a tech tools that I have already implemented and will delve further into with my students. VFTs offer the opportunity to go places and see things that money and time would otherwise not allow. Concept mapping is something new for me to include into my teaching in the sense of both a learning and teaching technology tool. It provides a great way for me to display goals and objectives while allowing my students the opportunity to organize and reflect on their thoughts on those learning targets and goals.

It is important as a life-long learner to take new knowledge and set goals for my instruction. My first goal is to try and manage class time better so that my students can have the hands-on time to explore and apply these technology tools into their learning. Time is my worst enemy as a teacher! Another goal of mine is to keep the difference between instructional technology and learning technology in the front of my mind. As teachers we often shy away from putting technology into the hands of the students. We worry that we may not have all the answers to their questions. I have learned that that is the beauty of learning technology, problem solving and exploration provide such a great base for learning. I often see teachers using a PowerPoint to share notes with students and they check off their 21st century technology integration CSO’s. While instructional technology tools are wonderful for teachers to use; that is not putting the 21st century tools into the hands of our students. Learning technology tools should be a vital part of all curriculums! I have already implemented lesson and unit plans that put the students in charge of their technology. I will use some trial and error to find ways to manage the time we have together to make these lessons possible.

Professional Learning Community Voice Thread

http://voicethread.com/#q.b884732.i4716567

Above is the link to my voicethread that I created for a grad class. I was asked to think of a problem I faced in my career, and that is what I came up with. Voicethread is AWESOME! I can see it as a great tool for my students to post and critique artwork. I am already working on getting other teachers to do the same so my students could give and get feedback about thier art from students at other schools. I may even use some online collaboration resoursed from my course text to see if we can find a place that is willing to share from other parts of the world. So cool, I am really excited about using this tool.

Socail Learning

There are so many strategies that align with the ideas of social learning theory. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others (Johnson, Johnson, & Stanne, 2000). Cooperative and social learning gives students a chance to bounce ideas, gain assurance, new perspective and so many other ideals that are needed in a 21st century workforce.

Multimedia projects are like chameleons, they can take on so many contents and give diverse roles to students. I am very excited to try out www.ePALS.com, which would allow my students to collaborate with students in other classrooms and other parts of the world. I have had student groups work with wiki's and podcasts and would also like to try www.coolpages.com and allow them to easily create their own webpage. All of these strategies provide student interactions that can foster learning experiences.

Constructivism and Technolog

Generating and testing hypotheses correlates with constructivism because the students are at the center of the learning. The students are also constructing a theory and through a chosen application or artifact, students show a conclusion. It is great to think outside the box and apply the previous notion of hypotheses and science to other content areas. It really is a versatile process that can create the need for students to participate in assimilation and accommodation. Web resources provide engaging and interactive applications to apply in various problem-based learning situations.

Generating and testing hypotheses is something I had never picked out for my art class. After some research and focus on the constructivism theory there are several ways to adapt to my classroom. My students could do historical investigations to determine the role that location plays into an artist work. Younger students could go wild with the process of experimental inquiry with primary and color mixing. In which case, instead of my telling them that red and blue make purple they could use data sheets, hypotheses and elimination to accommodate the learning of color mixing on their own. The experience of coming to conclusions on and individual level allows students the equilibration of learning new things that constructionism highlights.

Cognitivism in Practice

Concept mapping is a great way to aid student's cognitive learning. Showing a student the "big picture" allows them to grasp where it is their learning should be going. I personally am a very visual learner, however, simply seeing a picture does not a long-term memory make. For me. like many students, they need to organize incoming information and sort it in a way that makes sense to them. Once the big picture is processed them students can dig in further and build on that foundation.

Relating information in any way possible to things that can remind a student of something they already know will grant ques for remembering and storing information. Students need to form attachments to the goals they are learning. It seems to me that a student would better retain information that they organize themselves rather than copying notes from a book, overhead projector or lecture. I could write or copy something one hundred times and still not understand what it is that I am writing. I need to make those connections, attach meanings and organize my thoughts in a way that works for me. Technology has granted us many options these days. We have new and exciting ways to organize and sort incoming information. Even our blog reader provides us with and easier way to sort and chose the new information coming in.

Behaviorism in Practice

Behaviorism and education seem to be evident, as reinforcement and punishment seem to be needed in different facets of education. However, it is safe to say that there should be no salivating students at the sound of a ringing bell... well except around lunch time. In the text Using Technology with Classroom Instruction that Works, there are several examples provided that have a behaviorist resemblance. To me, rewarding effort seems like a no-brainer and comes instinctual as a teacher. Focusing on the positives and allow a student to see the benefits without resorting to negative stimulus seems very appropriate to me. Are there situations where punishment is needed, absolutely, but defenatley not always.

I use rubrics for every project in my art class and effort is always a major part of that. At the elementary level the interest in learning and applying skills can be just as important as the end result. I love the idea of using software like Survey Monkey to question the students about their own personal reflection of their efforts. I have done this in the past with reflective blogging but plan to implement some survey reflections instead. My hope is that students find reinforcement in realizing the great effort and job that they have completed.

Any stimulus that draws in a student works as motivation. Motivation seems to be a self-reinforcement. When you take and interest in something you tend to give it your best shot rather than just getting by for the sake of being done.

Bridging Learning Theory, Instruction, and Technology

New year, new class. I am really looking forward to this class.

I love these hands-on tech classes!