Erin

UDL is something I have been doing all along but not to the extent that I am now. Having options and choices are the way we live our lives out in the real world. There are always different paths to reach the same goal. What works for one student may not for others. This style of learning and teaching embraces technology in ways that mimic how we process information and perform in our daily lives. This is a journey that I now have a name for. When I can become excited for sharing knowledge, I know I can bring history alive for all kids regardless of their interest or disinterest prior to coming into my class room.

Day Two: Working on the nail activity was frustrating but fun in the same token. I defininitely want to call dibs on that for September!!

The word I chose yesterday was //engaged,// we all need to be active participants in order for this system of learning to really take place.

When answering the question, //What parts of the text do you want to aspire to?// the fundamental element of being able to "do that" really resonated with me. I want to be able to embrace technology and move beyond the text book. Using a virtual tour of a museum or national park, looking at the //real// document, going on a field trip, speaking to a person that was apart of a historical movement: these are just some of the ways that I want to bring history to life. There are obvious obstacles but some that can be moved aside for the sake of learning. One prime example for myself and the students is actually bringing them to Boston as a class trip. All of the places we talked about, the historical significance, and important people that were discussed have taken root in their brains. Sitting in the Old North Church versus looking at a picture of it truly becomes a part of your memory, one that many of my students will never forget!

Day Three: Yesterday brought on a clearer picture of what UDL represents and background information. Coming into this program on the tail end always left me feeling a few steps behind my peers. What I also assumed is that they too, knew everything about UDL. I discovered that there are many questions yet to be answered as we take this journey together.

Jon has provided me with some great ideas that I can't wait to incorporate into my history classes. It has been a pleasure having a presentor that shares his personal experiences and challenges associated with the implementation of UDL learning styles.

Lesson Ideas and Thoughts: Variety is the spice of life, will become my new mantra.

Gaining technology is key, but using it along with my students should also become apart of our class room routine. There are so many ideas and new ways of incorporating UDL into the learning environment I have set the bar high for myself and will share them with my other history teachers. One other element that will greatly influence me is having a student last year that didn't speak English and this coming year one who is legally blind. How could I have done things different and what can I do to meet the needs of everyone in the process.

Lesson Idea #1: Creating a theme park based upon the foundations of the American Revolution. Students will be able to express themselves, verbally, artistically and collaborate as a group in the design, construction and expression of their work. A ruburic would be provided outlining the expectations and key components required and of course room for the //above and beyond// element.

I would introduce this project by looking at and sharing personal experiences, even video clips of what a "typical" theme park would contain. We would create a list of all components that go into this park from the parking lot, snack stands, rides, kiddie areas and more. Brain storming and partner sharing opportunities would encourage the planning stages of this project. (The theme American Revolution could be substituted for any historical period) I would incorporate this into my 7th grade classes and certainly into my 8th grade one as well although I would change the theme into a genre or decade.

Students would be required to research these important events/people and create a location or ride that represents them. This would go further in a Q & A session by both teacher and peers during the presentation requirement of the project. Art materials would be provided and/or brought in by the students in the creation of a 2-D model of their theme park. The above and beyond option could include a digital version of their designs, a 3-D model etc.

The students could also dress up and become park guides or possibly even competing in a show on TV called //Shark Tank//, the emphasis would be they are competing against the others to receive the funding to build their park. Guests could come in for a bipartisan judging. Music, videos and more could also be implemented and shown during the presenatation portion.

As for the monitoring and progress measurement aspect, I would create a timeline of due dates inlcuding progress reports that would create hardcopy or perhaps even a wiki page that would hold the kids accountable for meeting their goals.