Jill


 * Reflection on Workshop Session with Jon Mundorf **
 * "The UDL Real World"- June 19, 2012 **

Yesterday, we read "Willing to be Distured" during our workshop session. The article was very thought-provoking, and it made me think about the types of interactions I want to have with others. One of the most interesting thoughts in the article was, "We have the opportunity many times a day, everyday, to be the one who listens to others, curious rather than certain, but the greatest benefit of all is that listening moves us closer." This was meaningful to me, because it reminded me that I have many chances every single day to be an active listener.

During our workshop yesterday, I also had a refresher on the UDL principles. This is always helpful, as it reminds me of the guiding principles I should keep in mind when planning instruction for my students.

I am looking forward to today's session!

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 * Relflections after reading "The Future is in the Margins" **
 * June 20, 2012 **

After reading "The Future is in the Margins," I aspire to reach a broader set of students with a broader range of knowledge by tailoring my use of media to tasks, to different kinds of learning, and different kinds of students.

I also aspire to think more deeply about a thought that came up while reading the article. When reading about multiple means of engagement, the authors said, "The same design which would likely engage a student with ADHD would be absolutely terrifying to a student with Asperger's Syndrome or Autism." Wow! I never thought about it like this before. That one sentence made me question all of the changes that we have made while applying the UDL principles to our classrooms. We have done so much to provide multiple means of expression and engagement for our students. We always have a lot of options and choices available to our students...but does this work for ALL of our students? I think that was particularly meaningful to me at this time, because of the connections I made to my most recent inclusion class. I need to reflect upon last year's class and think more about this and how to structure our class so that we are engaging ALL students.

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 * June 21, 2012 Reflections **

During yesterday's workshop session with Jon Mundorf, we really dived in and explored the UDL Principles. I especially got a lot out of exploring CAST's website. I found numerous resources for every one of the UDL checkpoints...This is just what I have been looking for! Here is the website that I explored...I don't want to lose this one! [] Some more helpful resources:

http://udltechtoolkit.wikispaces.com/

-CAST UDL Exchange

//Educators can learn a lot about using technology with students from the Apple philosophy.// "It's about purpose and ease of use. We should focus on enhancing and enriching the learning experience by defining the goals and processes for why and how students will use technology."
 * Key Points From "Technology Integration Isn't About Technology"**
 * June 21, 2012**

"We'll buy the devices for schools, and not think about what exactly students will do with the device or how they will use it. We'll give teachers the latest tools, but not think about the policies, time, and support they will need to use these tools effectively. So before buying that technology, think about what you'll do with it, and how you'll do it."

OUR GROUP SUMMARY: Technology is about enhancing lifestyles, not the nuts and bolts inside or how it works. It's not about having the latest and greatest technology, it's thinkilng about how you will use what you do have.


 * Analyzing the Curriculum for Barriers**

1. Goals- Goals need to be clear, and there should be options for how to achieve the goal. The means should not be attached to a goal. 2. Methods- The ways we are presenting content to students. Methods need to be effective, varied, and engaging. 3. Materials- Should help with representation, expression, and engagement. ALL students need to find materials accessible. (See "Joe's Netbook" on YouTube) 4. Assessments- Need to be linked to the original goal
 * __Four Places Where Barriers Could Exist:__**

=**PARADIGM SHIFT**=
 * ====== Old Assumptions ====== || ====== ======

‍ New Assumptions
||
 * ====== Students who learn differently constitute a different category. ====== || ====== Students who learn differently fall along a continuum of learner differences. ====== ||
 * ====== Instructional adjustments need to be made for at risk students. ====== || ====== Instructional adjustments need to be made for all learners. ====== ||
 * ====== Learning is centered on a single text book. ====== || ====== Learning materials are varied, digital. ====== ||
 * ====== The problem is with the student – remediate, remediate, remediate… ====== || ====== The solution is within the curriculum. A flexible curriculum adapts to the needs of all students. ====== ||