Chapter 6 question 1 and 2

 

Students who are hard of hearing face different obstacles in a typical classroom. They are different because they do not typically use sign language. They usually use a combination of hearing aids and lip reading. These students can usually speak well enough to be understood. They struggle with obstacles that include following classroom lectures. Mostly if a teacher speaks quiet, quick, or unclear.

 

Augmentative communication is helping people who cannot speak to interact with others. It serves as a alternative to people who cannot communicate through speech. This is important because some students are not able to understand facial expression, gestures, and body language.

Teacher Friendly Websites!

I found the websites below to be very guiding to my learning as I grow as a teacher. They not only gave me a better understanding of UDL but gave me examples to use in my classroom! They made me aware of possible curriculum barriers and how you can improve on missed opportunities. Finally, UDL guidelines are very key to follow. I have learned how to structure a lesson and to add as many of these guidelines to my lessons as possible.  Below are websites that I would recommend to teachers looking to improve and reflect on current teaching styles and lessons!

 

1. http://www.cast.org/teachingeverystudent/

2. http://udlcenter.ord/implementation/examples

3. http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf

4. http://www.CAST.org

5. http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf

 

 

UDL strengths and improvments!

 Strongest UDL checkpoints

1.  7.1 Optimize individual choice and autonomy- Students got to choose how they wanted to build a log cabin that symbolized how Abraham Lincoln used to live.

2.  3.1 Activate or supply background knowledge- We spent a week on presidents and how they are important to history and today.  

 

Further Develop UDL checkpoints

1. 1.2 Offer alternatives for auditory information- cd player, tape player

2. 2.4 Promote understanding across language- include ESL terminology

 

My biggest challenge in developing greater variety of UDL is technology. Technology can play a great role in student interest and motivation in a particular lesson. In future lessons, I will work to add in more digital technology to better support all learners in the classroom.

 

Curriculum Barriers

Student: 2nd grade boy with visual impairment

 

Strengths- Hands-on materials, discussion, auditory

 

Weaknesses- Visual, handwriting

 

Curriculum: Super Kid's reading and writing program

 

Barrier: Often doesn't use concrete objects but only gives visuals. Each lesson is very structured and doesn't leave enough room for differentiation.

 

  For example, last week they were learning about a character named Cass who likes to cook. Then, I showed a poster of all of the materials she used.

 

The missed opportunity was I should have brought in the materials used to cook. All students in the class would have benefited from holding onto the different materials. Also, the story could have been read to this student through an audio player.

Teaching to Every Student is so Important!

UDL requires that you teach to every student. This video below has a ton of great ideas of how to meet the needs of all the diverse learners in your class.

https://www.youtube.com/watch?v=h_RS3JoESO0&feature=player_detailpage#t=0

After seeing this video and looking over these images, it is clear to me that I will need to know my students well in order to teach them to the best of my ability. Not only will I need to "know" my students but I will accept their backgrounds and respect their views. Allowing students to share about themselves will bring diversity into the classroom and open the children's minds.

As stated in my last blog, teachers need to meet the needs of all students in the classroom. Each student in the class brings different skills, needs, and preferences of learning. Neuroscience splits learning into three categories.

 

 

First, the "what" of learning is how we gather facts and categorize what they hear, see, and read.

 

 

Examples of recognition skills would include, identifying letters, or an author's style.

___________________________________________________________________________

 

Second, the "how" of learning is planning and performing tasks.

 

 

For example, writing an essay or solving a math problem. These are strategic network skills.

 

___________________________________________________________________________

 

Third, the "why" of learning is how to get engaged and stay motivated.

 

For example, how they are challenged, excited, or interested. They are all affective dimensions.

 

Reference

About UDL,Cast:1999-2013 http://www.cast.org/udl/index.html

 

 

UDL

 

 

 

Universal Design for Learning is a set of principles that teachers should go by to help develop instruction to meet the diverse needs of all students in the classroom. UDL should be applied to every day learning matched with Common Core standards. The main goal of UDL is to eliminate student barriers for their learning. Therefore this requires the three main principals. They include representation, expression, and engagement. Every student has learning strengths and needs that the teacher needs to know. I learned that it is the teacher’s job to teach to the strengths of the students in the class by using UDL.

 

AT?

I am writing this blog to help illustrate my professional journey in learning about Assistive Technologies. Universal design for Learning is my focus to accommodate all students in my classroom. Currently, I am not familiar with ways to use Assistive Technology in the classroom. I am looking forward to adding this to my prior knowledge of teaching. Students will benefit from me knowing different tools and strategies. I will write more blogs that will talk about my learning and how I will be using Assistive Technology in the classroom. Feel free to share this blog with friends, family, or colleagues.

My Professional Journey

Growing up, I always knew I wanted to teach. After graduating from high school, I signed up for classes in Early Childhood Education at Bucks County Community College. I found myself learning a lot about the classroom and how to manage all the different learners in the same classroom. After getting my associates degree from BCCC, I got accepted to Temple for my PreK-4 certification. Student teaching was my biggest learning experience. I learned how to better manage my time and behavior inside the classroom. Student teaching was when I really found that this is what I want to do with the rest of my life. I love being around children and teaching them new concepts. Now, I am a substitute teacher in Bensalem school district at the same school I student taught in. I started my Masters degree right after graduation in hope that I will learn more about how to use assistive technologies in the classroom.