This week I researched Learning Management Systems to learn more about using on-line programs at my school. I created accounts in both Moodle and RCampus. I discovered that my school district has Moodle available on the district website and have placed a request to add my school. Some teachers at the middle and high school level are using it, but none at elementary at this time. I like elements of both RCampus and Moodle, but I decided to focus on RCampus for this assignment. I spent many hours trying to decide what type of project to do that would give me an opportunity to explore. When I logged onto my blog and saw Julie Winner's glog, I was inspired to try and create one as well. I have tried twice in the past to complete a glog and was determined to see it through. My assignment is glog-6470.
Debbie
Friday, March 25, 2011
Thursday, February 24, 2011
Reflection
Reflection
This course introduced me to the principles of Universal Design for Learning and using technology for Differentiated Instruction to meet the needs of diverse learners. Visit the CAST (Center for Applied Special Technology) to learn more about the latest brain research and resources for teachers and parents. I can immediately adjust the instructional practice in my classroom using this knowledge. First, pre-assessment of readiness levels is always done at the beginning of the year in reading and math. UDL/DI takes this to the next level by using technology to assess learning styles/profiles and discover students’ interests through surveys. I created a two part Zoomerang survey for my classroom. Part 1
Part 2
This data is used to differentiate the content through the principles of UDL. Multiple means of representation provides opportunities for all students to acquire the content depending upon their learning style/profile. Multiple means of action and expression provides diverse learners options for the actions and tasks they are asked to do in the learning environment. Students demonstrate what they have learned by oral speech, written text, and drawing pictures. Multiple means of engagement increases motivation, challenges and increases interest in learning by including different activities to engage students. Some students prefer routine while others are motivated by spontaneity. During the Differentiating Station, our group found resources to allow students to access the content, assessment strategies, practice skills, and techniques for classroom management. I bookmarked many in my delicious account. Here are some of my favorites.
Kathy Shrock's Guide for Educators (assessment rubrics)
Many Things (EL resources)
Houghton Mifflin Reading
Houghton Mifflin Math
Metagifted (enrichment resource list)
Differentiating Instruction
The Apple (using technology to differentiate instruction)
The applications in this course provided me with opportunities to develop projects and lessons that can be used immediately in my classroom and school. I created a Power Point presentation on Universal Design for Learning (see my last post) and a Voice Thread about combining UDL and DI that I can share with my staff, parents, and administrators. The lesson plan and classroom management design gave me an opportunity to prove that I can utilize these principles in my classroom.
Next year I move to fifth grade. I have already begun thinking how I can create a DI classroom and have started to assemble resources for several unit plans.
I could not have completed this course without the support of my team members. The resources they posted will help my lessons immensely.
This course introduced me to the principles of Universal Design for Learning and using technology for Differentiated Instruction to meet the needs of diverse learners. Visit the CAST (Center for Applied Special Technology) to learn more about the latest brain research and resources for teachers and parents. I can immediately adjust the instructional practice in my classroom using this knowledge. First, pre-assessment of readiness levels is always done at the beginning of the year in reading and math. UDL/DI takes this to the next level by using technology to assess learning styles/profiles and discover students’ interests through surveys. I created a two part Zoomerang survey for my classroom. Part 1
Part 2
This data is used to differentiate the content through the principles of UDL. Multiple means of representation provides opportunities for all students to acquire the content depending upon their learning style/profile. Multiple means of action and expression provides diverse learners options for the actions and tasks they are asked to do in the learning environment. Students demonstrate what they have learned by oral speech, written text, and drawing pictures. Multiple means of engagement increases motivation, challenges and increases interest in learning by including different activities to engage students. Some students prefer routine while others are motivated by spontaneity. During the Differentiating Station, our group found resources to allow students to access the content, assessment strategies, practice skills, and techniques for classroom management. I bookmarked many in my delicious account. Here are some of my favorites.
Kathy Shrock's Guide for Educators (assessment rubrics)
Many Things (EL resources)
Houghton Mifflin Reading
Houghton Mifflin Math
Metagifted (enrichment resource list)
Differentiating Instruction
The Apple (using technology to differentiate instruction)
The applications in this course provided me with opportunities to develop projects and lessons that can be used immediately in my classroom and school. I created a Power Point presentation on Universal Design for Learning (see my last post) and a Voice Thread about combining UDL and DI that I can share with my staff, parents, and administrators. The lesson plan and classroom management design gave me an opportunity to prove that I can utilize these principles in my classroom.
Next year I move to fifth grade. I have already begun thinking how I can create a DI classroom and have started to assemble resources for several unit plans.
I could not have completed this course without the support of my team members. The resources they posted will help my lessons immensely.
Friday, January 28, 2011
Sunday, December 26, 2010
GAME PLAN...Looking Back and Looking Ahead
Looking back upon my GAME Plan and the NET-s standards, I find that I have found a way for myself and (sadly) my classroom to get out of the rut we have been in the last few years. I used to do more project-based lessons earlier in my career before the emphasis on standardized tests became the goal. This goal of teaching students to be able to pass tests instead of teaching them how to learn has gone by the wayside. This course and learning about the components of the GAME Plan have showed me how I can do both at the same time. Using the GAME Plan to set goals for myself reinforced how important it is for my students to set goals for themselves. I had fun creating my content unit plan and I want to create more in the months ahead. Instead of sitting back and whining about the lack of technology (no Smart board or classroom clickers), I should integrate the available technology and become better at teaching it to my students.
Looking ahead, I have a new GAME Plan to develop. Goal #1 - to incorporate the existing technology into one lesson per week. Goal #2 - start finding/developing lessons for that Smart board I will have one day...
Looking ahead, I have a new GAME Plan to develop. Goal #1 - to incorporate the existing technology into one lesson per week. Goal #2 - start finding/developing lessons for that Smart board I will have one day...
Wednesday, December 15, 2010
The GAME Plan and My Students
During this course, I have worked on a GAME Plan to set goals to increase my knowledge and use of technology through the NET-S Standards.
My first goal is to Model Digital-Age Work and Learning and I will use my GAME Plan as the model with my students. I will take them through the NET-S Standards and the components of my GAME Plan. We will set a classroom goal, then move on to individual goals. As part of the anti-drug curriculum, I teach "Too Good For Drugs". In the first lesson we learn the steps to set a goal. I can incorporate this into my lesson on NET-S Standards. It is important for students to see that I am a person who sets goals. I speak openly about the assignments and homework I have to do for my Walden classes.
My second goal is to Promote and Model Digital Citizenship and Responsibility. This also goes hand in hand with the NET-S Standards because students cannot access the technology unless they have been taught responsible behavior first.
I plan to have students use the GAME Plan model in Science to research animals for our Zooland unit in the Spring.
Debbie
My first goal is to Model Digital-Age Work and Learning and I will use my GAME Plan as the model with my students. I will take them through the NET-S Standards and the components of my GAME Plan. We will set a classroom goal, then move on to individual goals. As part of the anti-drug curriculum, I teach "Too Good For Drugs". In the first lesson we learn the steps to set a goal. I can incorporate this into my lesson on NET-S Standards. It is important for students to see that I am a person who sets goals. I speak openly about the assignments and homework I have to do for my Walden classes.
My second goal is to Promote and Model Digital Citizenship and Responsibility. This also goes hand in hand with the NET-S Standards because students cannot access the technology unless they have been taught responsible behavior first.
I plan to have students use the GAME Plan model in Science to research animals for our Zooland unit in the Spring.
Debbie
Thursday, December 9, 2010
The GAME Plan Continues...
My GAME Plan is progressing well, but I need to set some new goals to incorporate the lessons from this weeks resources.
Goal #1 Model Digital-Age Work and Learning
I need to explore the Social network and blog function on Gaggle so that I can begin using it with my students. I watched the training video on blogs and found it informative.
Goal#2 Promote and Model Digital Citizenship and Responsibility
This goal becomes extremely important when paired with online collaboration and social networking. These trypes of technology require a system of rules/guidelines that students must be taught before they begin working.
As we wind down before Winter break, I am running out of time to get all of my students started on Gaggle much less start blogging. Also, "not playing nice with others" has been an issue on the playground for several of my students. My question this week is - How can teach students to be nice and respectful to each other online when they cannot be nice and respectful face to face. Technology creates "a distance" that allows students a way to bully or be mean in new ways. I teach third grade, but I am still worried.
Goal #1 Model Digital-Age Work and Learning
I need to explore the Social network and blog function on Gaggle so that I can begin using it with my students. I watched the training video on blogs and found it informative.
Goal#2 Promote and Model Digital Citizenship and Responsibility
This goal becomes extremely important when paired with online collaboration and social networking. These trypes of technology require a system of rules/guidelines that students must be taught before they begin working.
As we wind down before Winter break, I am running out of time to get all of my students started on Gaggle much less start blogging. Also, "not playing nice with others" has been an issue on the playground for several of my students. My question this week is - How can teach students to be nice and respectful to each other online when they cannot be nice and respectful face to face. Technology creates "a distance" that allows students a way to bully or be mean in new ways. I teach third grade, but I am still worried.
Thursday, December 2, 2010
GAME Plan or Big Game?
This Saturday is the most important Saturday of the year in my house. UCLA hosts USC at the Rose Bowl. I live with three Bruin fans who have season tickets. In preparing my post this week I cannot help thinking about how my goals for my GAME Plan are very similar to a coach preparing a team for a Big game.
•How effective were your actions in helping you meet your goals?
Last week, our team lost even though they led for the first half. I have not had a chance to see if Netsmartz works at school because I have been trying to get Gaggle working again. I feel like the coach who finds himself going to the third string quarterback. How can I expect to get to the next step, when I take two steps backward for each step forward.
•What have you learned so far that you can apply in your instructional practice?
I have learned patience with myself and my students. I have learned to adapt to problems and look for new solutions. After halftime, a coach will change the plays to adapt to the other team's strengths.
•What do you still have to learn? What new questions have arisen?
I need to learn to budget time to review my GAME Plan more often. I need to set small goals and a deadline to keep myself disciplined. I need to practice self-evaluation and monitor myself because if I cannot do this, I cannot teach this to my students. Coaches have set times to view game footage, meet with their team to evaluate the last game, and plan for the next one. My question is-how can I incorporate this GAME Plan into my problem-based unit plan so that I am working smarter not harder?
•How will you adjust your plan to fit your current needs?
Goal #1 Model Digital-Age Work and Learning
Last week, I planned to investigate online assessments. I still need to accomplish this goal so I will add it to this week's plan. This week's resources mentioned spreadsheets as a tool for math as well as science lessons, and I am going to add it to my plan.
Goal#2 Promote and Model Digital Citizenship and Responsibility
I will try to access Netsmartz and begin teaching internet safety to my students. Hopefully, Gaggle will be up and running.
Go Bruins! Beat SC!
Debbie
•How effective were your actions in helping you meet your goals?
Last week, our team lost even though they led for the first half. I have not had a chance to see if Netsmartz works at school because I have been trying to get Gaggle working again. I feel like the coach who finds himself going to the third string quarterback. How can I expect to get to the next step, when I take two steps backward for each step forward.
•What have you learned so far that you can apply in your instructional practice?
I have learned patience with myself and my students. I have learned to adapt to problems and look for new solutions. After halftime, a coach will change the plays to adapt to the other team's strengths.
•What do you still have to learn? What new questions have arisen?
I need to learn to budget time to review my GAME Plan more often. I need to set small goals and a deadline to keep myself disciplined. I need to practice self-evaluation and monitor myself because if I cannot do this, I cannot teach this to my students. Coaches have set times to view game footage, meet with their team to evaluate the last game, and plan for the next one. My question is-how can I incorporate this GAME Plan into my problem-based unit plan so that I am working smarter not harder?
•How will you adjust your plan to fit your current needs?
Goal #1 Model Digital-Age Work and Learning
Last week, I planned to investigate online assessments. I still need to accomplish this goal so I will add it to this week's plan. This week's resources mentioned spreadsheets as a tool for math as well as science lessons, and I am going to add it to my plan.
Goal#2 Promote and Model Digital Citizenship and Responsibility
I will try to access Netsmartz and begin teaching internet safety to my students. Hopefully, Gaggle will be up and running.
Go Bruins! Beat SC!
Debbie
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