Joyce

__Reflections on DAY 1 content:__

Nail-balancing activity: that frustration is how students feel when they face academic situations where they just don't get it. Show the strategy: model.

Another activity which was beneficial on Day 1 was thinking back to two experiences in my past: a time in school when it didn't work as a student and when it did work. Both experiences centered totally on the affective domain, so I realized that I have not fully considered the affective domain in terms of how marginal students feel about LAL before they ever enter my classroom. Aside from my positive, upbeat interactions with them, how do I SHOW that this year can be different ACADEMICALLY? For those who enter with a less-than-positive view of reading and writing, how do I show them in the first several days that "this year" can truly be different? In my past educational experience which didn't work, the teacher actually was quite passionate about her subject matter (ironically English grammar), but I didn't like her or the traditional ways she presented material. I didn't see the point of direct objects and indirect objects, etc... (the WHY), and I just wasn't at the place to receive her or her instruction (the WHAT and the HOW). So - if I felt that way in high school - how/why would I ever expect a middle schooler to have a more mature perspective? Even though I've considered in the past Maslow's needs, I've never truly put myself into the position of a marginal student entering my classroom for the first time - even such a simple idea of having students state verbally their own name out loud (as opposed to a teacher slaughtering the pronunciation.) How can I hook marginal students during those first few days to feel that they can succeed this year in LAL.

Also, despite certification in Learning Disabilities, I had never heard/considered the phrase that //it isn't the student that is disabled; rather, it is the classroom//! That, to me, was a novel thought - one that will continue to inform my instructional decisions in essential ways.

The article "Willing to be Disturbed" spoke to me about the fact that we often believe ourselves to be open to others' points of view; however, if we allow ourselves to actually analyze our thoughts in "real-time" perhaps we aren't as open as we hope to believe. "It's not our differenceds that divide us. It's our judgments about each other that do. Curiosity and good listening bring us back together." Superficial conversations on an everyday basis annoy me, but perhaps I need to listen more closely.

__Some other excerpts from Day 1:__
 * the brain is more like a fishing net than a container to be filled. The more experiences one has, the more KNOTS are developed.
 * Teachers often have lost effectiveness b/c they have lost sight of WHY they are teaching.
 * Variability is the norm, and curriculum should reflect that.
 * Minimize barriers; maximize learning opportunities.
 * UDL = a framework for designing curriculum; change in mindset (goals, assessments, methods, materials)
 * cartoon: steps/ramp leading into building. child suggests to shovel off the ramp first (instead of the steps) so that ALL could enter
 * students with learning disabilities experience anxiety when simply seeing a book or a picture of a book

__Day 2 introductory activity: Norwegian cooking assignment. Everyone has different needs for learning how to cook a Norwegian dish. I would need:__
 * examples of Norwegian cooking (names of dishes, perhaps tasting a few)
 * list of types of ingredients typical, how/what ingredients differ, recipes
 * ideally - demonstrations in real-time; work together as create dish

__I aspire:__
 * to rethink, as a start, my learning goals for introductory activities and beginning-of-the-year units in LAL
 * to select variable methods of presenting the material
 * to implement variable methods of student action and engagement at similar levels of cognitive complexity (ways students can demonstrate mastery).
 * to provide multiple means of engagement (necessary to improve student learning)

__Reflections on Day 2 content:__
 * classroom = an ecosystem of learning opportunities
 * Cognitively processing the implications of the article "The Future is in the Margins..." was thought-provoking - used the 4 A's process (assumptions, agreements, arguments, and aspirations).
 * It was helpful when Jon took time to clarify that using UDL does NOT dumb down the curriculum. This was a concern of mine as we spoke about the reality of losing print (moving to instant, visual images). Instead, when one chooses multiple means of representation, for example, choices are selected at similar levels of cognitive complexity. The learning goal is first revisited, and multiple means (3 principles) are then aligned with that newly revised learning goal.
 * One question I have centers on how to implement UDL well when limited technology is the norm (i.e., 3 computers in the room) with occasional access to netbook carts. It's a bit overwhelming as I click on all links on the online Universal Design for Learning Guidelines chart (so many resources!!), but I know that it takes time to acclimate - and one step at a time. Goals should be small at first (for example: provide 2 of choices for each principle as a start, etc...)

__Day 3:__ "When educational reform is driven by technology rather than pedagogy, things go very, very badly." - Joe Bower Technology must improve the learning experience, or what is the purpose of it? We don't implement technology for the sake of implementing technology. Education //is indeed// about the tools because tools create possibilities! Tools make differentiation possible, tools make engagement possible, and tools makes access to curriculum possible for all learners. (Class Notes (6-21-12)

[]

http://udltechtoolkit.wikispaces.com/

Twitter: ed chat

headphone splitters approx. $9.99 facilitates several students using one piece of technology at same time (1 audio book + spliter = 5 students)

kids MUST BE IN TEXT ON A DAILY BASIS!! reading drops off from gr. 4-8 some never catch up again

indep. reading options: start to finish books (Don Johnston - audio cd); RAZ Reading A to Z students rdg levels 25 pg. booklets w comprehension qus

lit circles = group work; consider wiki space book report: each create a page characters, plot, setting, climax

TIME for Kids = nonfiction (also available digitally so can be manipulated copied/pated

kindergarten/older student reading buddies (for example, every Friday)

Brainpop: compare and contrast skill: watch two videos and compare/contrast them using Venn Diagram (kid doesn't have READ text in order to learn/practice skill of compare/contrast)

firefly (Kurzweil app about to be released)

Discover Education science techbook

YouTube

SHAREATORIUM 'I wonder" projects

flocabulary (free-limited version hip hop)

pre-visualize while planning: what is a picture of this going to look like?

livescribe pen (smart pen $149) screentoaster

Peter and the Starcatchers (audio book/I book) (prior to Peter Pan book)

__Multiple Means of Expression:__ puppet shows student modeling posters/visual representation hands-on mdels/building/creating highlighting critical features podcasting group discussions/debate flip videos Smartboard recorder coop groups + graphic organizers + RUBRICS (clear expectations)

__Multiple Means of Engagement:__ outdoors (switch environments - classroom flip) simulations ask what they like! real-world connections set goals: short-term, long-term vary the audience

__Multiple Means of Representation:__ direct instruction videos smartboard / interactive student mentors demonstrations explanations: two different versions