EDLD+5364+Reflections

WEEK ONE: This first week in the course, "Teaching with Technology" has been a good one. I have reinforced some knowledge from my previous two courses and career learning in general as well as learning new things. The topics that were reinforced for me were the theories of constructivism and connectivism. I really do believe that we don't learn things from scratch, that we all have some level of prior knowledge. This prior knowledge combined with our perceptions and experiences creates a whole new knowledge that is different than anyone else's. If we take this newly created knowledge and collaborate with others, we have created something even bigger and now there is a network of learning which takes us into connectivism.

What was new for me was the Cyborg Learning Theorgy. I have heard of chip implants for certain things, but using them for educational purposes or just for basic enhancements was completely science fiction in my mind. I don't know if I share Kevin Warwick's views, but it was interesting to hear some of the possiblities. He did not discuss the negative implications of cyborg life on humanity other than his prediction that humans would become a sub-species. Aside from that gloomy thought, I am looking forward to finishing our group project and seeing what we come up with. I know I will definitely use whatever we create at my school. The members of my group are: Dena Williams, Lindsey Gaspard, Richa Muhammad, Mona Mondin, and Armon Hewitt.

The main theme this week, in my opinion, was //Addressing every learner through the principles of Universal Design for Learning. // Not too long ago, there was not that much diversity in the classroom (racially, economically or learning ability/disability). Now, we have almost every subgroup represented in our classrooms. The visually or hearing impaired used to only go to a school specifically for those students; special ed students stayed in special ed rooms; GT students stayed with GT groups and teachers; ELL's had their own separate area; not anymore! As Dr. Mason mentioned in the opening video, the old "one size fits all" approach will not work with diverse learners. Teachers are now tasked with the sometimes overwhelming job of teaching to everyone in that classroom in the manner that they need to be taught. This is the hope of every child, parent, teacher and administrator. The UDL gives us a framework of how this hope can become reality.
 * WEEK TWO:

It is interesting that many of the accommodations that are made for a particular group end up benefitting the whole group. The audio based tools that can be be used for the visually impaired student will also help the ELL and the "regular" student who is an auditory learner. This information will definitely be helpful when planning for our group project. In David Rose's video, he discussed the three brain networks (recognition, strategic and affective) which really caused me to think about my lesson planning and if I am addressing those networks. I mentioned in one of my posts in the discussion board that UDL seems like educational utopia. If we could get buy in from every stakeholder and the proper infrastructure, training and support, this utopia could become reality.

WEEK THREE: This week was VERY hectic in every possible way. A lot of learning and "aha" moments did take place, though. I actually made an electronic book which was extremely frustrating, but fun at the same time. There are so many things that I didn't even know existed before I began taking these courses and I am happy that I can pass on this new knowledge to my students and co-workers. I also made a lesson based on the principles of Universal Design for Learning. This was very interesting to me. I am already making changes to how I plan and deliver my lessons in my classroom. It is becoming more clear to me how I can differentiate and accommodate for many different types of learners.

The CAST organization has identified three primary brain networks: Recognition, Strategic and Affective. These networks are related to the "what, how and why" of learning. While reading about the different tools that can and should be used (communication tools, data collection tools, word processing, web 2.0 tools, etc.), it all started to 'gel' together. When I began looking at the videos and doing the readings, it was somewhat overwhelming. Now, it has sunk in and I can see how these tools affect those three brain networks and what I need to do to make sure the students can activate each of those networks.

WEEK FOUR: I had another big "aha" moment during the readings this week; specifically when I read chapter 7 of the article, //Teaching Every Student in the Digital Age: Universal Design for Learning,// Rose, D., & Meyer, A. (2002). It is incumbent upon us as educators to make sure that our students are really being educated in a manner that best suits them. If I have a visual, audio, physical or learning disability, is it fair for me to be expected to learn or be assessed in the same manner as someone without those disabilities? Even for those without disabilities, we all learn differently and it is so clear to me now why some students who seem to have the capability of doing well in school, don't. Of course there are other variables to consider, but our current system of standardized curriculum and testing is a dis-service to many people.

I am so glad that I took this course. I feel like a veil has been lifted from my eyes. I have a lot of work ahead of me to undo what I was trained to do as far as instruction and assessment. Even with professional development, the training must be offered in a myriad of ways and "just in time" not "just in case" as so many of these trainings are. I feel like a clone that has been awakened. I know I must sound overly dramatic, but I have been truly moved this week and want to make a change for my students' sake and hopefully I can spread the word to my colleagues so that we may have a far reaching affect.

WEEK FIVE: Wow. I have made it to the final week. I feel like this class was at least two months long. Not because it was slow or boring, but because there was so much to learn and do. I really feel like I have grown as an educator in these past five weeks. Like I said in my week four posting, I truly feel like the veil has been lifted from my eyes. It's one thing to receive training, enjoy it and then go back to business as usual, but it's another thing to receive information that causes you to question what you've been doing and make real changes in your thinking and in your actions. I am planning differently now, attempting more collaborative projects and trying to turn more control over to the students. I have gotten a lot out of this course. Thanks!

The videos and readings regarding assessment were great. I really couldn't see how to assess children without doing it the way I was taught (and mandated) to do it. There is some valididty to having them practice some test questions, because no matter how much project based learning we do, they are still going to have to take the TAKS test in the paper/pencil format. I do like the formative, ongoing assessment of real-world, authentic tasks. Instead of writing on a piece of paper what the perimeter of a rectangle is, I can have the student measure an actual real-life object and tell me the perimeter. The lessons this week have shown me that is not so hard to do this. Now, I need to go do it and show others! ||