Multimedia Presentation
Lesson: A Picture Is Worth A Thousand Words
4th Grade Art
Check out both links below to access the presentation
Link: https://my.visme.co/view/jwykw18y-a-picture-is-worth-a-thousand-words
Week 5 Blog
Universal Design For Learning in an Online Environment
1. Select one article regarding Universal Design for Learning and provide a summary of the article and discuss connections to the lesson you are developing.
3. Reflect upon the guidance provided in the 2024 NETP regarding the integration of UDL strategies to address the Digital Use Divide (week 2 reading assignment).
Regardless of technology level, or experience, what I find is that UDL strategies address the Digital Use Divide in support of all learners using multiple means of expression, and representation that accommodates self-directed learning. Enhancing curriculum using new technology allows people to create exciting lessons for learners to master their learning content. With the Digital Use Divide, I can think about actively using it to involve critical thinking that includes activities media production, making global
connections, and peer collaboration. This in turn, can empower students’ learning when they are able to take ownership by using their skills practically and meaningfully.
References:
Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.
CAST (2020). UDL Tips for Designing Learning Experiences. Wakefield, MA; Author. Retrieved from http://www.cast.org/publications/2020/udl-tips-designing-learning-experiences
Office of Educational Technology. (2017). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan. Retrieved from https://tech.ed.gov/netp/digital-use-divide/
Part 1: Magic School Generator
From MagicSchool, I used the lesson plan generator that focuses on the Dodea’s adopted National Visual Arts Standard, VA: Cn11.1.3a Recognize that responses to art change depending on knowledge of the time and place in which it was made and the ISTE standard ISTE: 1.3 Knowledge Constructor 1.3a Effective Research Strategies - Students plan and employ effective research strategies to locate information and other resources for the intellectual or creative pursuits. The lesson focuses on mastering the use of primary colors through research on artists from around the world. The link can be accessed here
https://docs.google.com/document/d/1kDRGTUSGbxuCIpJ4ZFZH9AUb_J0Fg0JJ6iA3a0TFgR0/edit?usp=sharing
Since I teach at elementary level, I am focusing on my 3rd graders on the lesson that focuses on primary colors through research. Using chromebooks, students will research artists who use primary colors from around the world. The lesson plan is not rigorous at all which allows me to modify it a little more. I do like how the assessments show on each day of the lesson that aligns the lesson content. MagicSchool is a great starting point to get ideas on different lesson designs that work directly with any standards.
Part 2: Different AI Tool
The worksheet generator was really cool and useful to see. I can type in anything and it will generate a worksheet based on that topic. The worksheets will keep students busy. It has different activities like, word bank, fill in the bank, multiple choice questions and open ended questions. I can use this worksheet as a pre-test, post-test or simply just a worksheet after the lesson is completed. The open ended questions could be little bit more than just having three at my disposal. In art, I teach my students to be critical thinkers and having these open ended questions generated, is a good starting point.
Part 3: Reflection
I have never used MagicSchool in my classroom, and this is the first time I have been introduced to this tool. I wish that I had formal training on this tech tool, instead of me trying to figure it out. Nevertheless, it was experimental for me and I am really enjoying using this tool. MagicSchool will definitely save me a lot of time preparing my lessons with minimal modifications as it provides flexibility.
While this technology platform provided me with the breakdown of lessons each day, it feels good knowing I can add more depth to the content. The purpose of the lesson is for students to engage using technology to locate, and do research on the artists that only use primary colors. Overall, I will come back to MagicSchool to get a quick snippet of what the breakdown of lessons looks like each day to give me ideas on teaching the content to students. I find this tool very useful and rewarding to get the job done.
If there was a professional development, I would love to share, and introduce MagicSchool to my colleagues as I continuously become more familiar with this program. I know using MagicSchool will help out first year teachers tremendously. I know for a fact, the worksheets can be generated and used by students.
References:
International Society for Technology in Education. (2016). ISTE Standards: For Students. ISTE. https://iste.org/standards/students
Department of Defense Education Activity. (2021). https://www.dodea.edu/curriculum/fine-arts
Visual Arts- Creating- National Arts Standards (n.d.) Retrieved July 14 from, https://www.nationalartsstandards.org/sites/default/files/2021-11/Visual%20Arts%20at%20a%20Glance%20-%20new%20copyright%20info.pdf
MagicSchool AI. (2023). Tools - Magic School. MagicSchool AI.
https://app.magicschool.ai/tools
July 2, 2024
Week 2 Blog
EDUC 5313 - Brad Barker
Part 1:
The nature of Authentic Intellectual Work is to improve students learning quality of instruction through knowledge and skills. The Authentic Intellectual Work is to facilitate ways to make learning meaningful beyond the classroom. There are deficiencies in traditional learning where it is simple as rinse, lather and repeat. Apart from Authentic Intellectual Work, memorizations of materials and testing does not provide students the real-world experience they need.
According to Newmann et al., (2016) "few teachers offer lessons consistent with Authentic Intellectual Work standards, and majority of the students are deprived of learning opportunities that promote high quality intellectual work." Establishing a new approach in teaching using the three criteria can support this inquiry below:
The criteria for the Authentic Intellectual Work are: Newmann et al., (2016)
1. Construction of Knowledge - Higher order of thinking
2. Disciplined Inquiry - Deep understanding of concepts or themes enabling to engage through complex communication.
3. Value Beyond School - Should be relevant to students that addresses real world problems.
To best support students learning, I continually find ways to implement Authentic Intellectual Work. For example, students are introduced a lesson on architecture from around the community. They begin with the construction of knowledge, where they have to process why people use certain types of materials to build. A good learning strategy to implement would be to conduct a walking tour around the neighborhood to look at different homes in the community. These discussions would motivate students higher order of thinking and interests in learning more about the different types of architecture that was observed from the walking tour.
Before engaging in the lesson, a rubric would outline the criteria students must do to complete their work. Using the disciplined inquiry, students will begin with problem solving before their artwork can be created. From the walking tour, students will discuss the homes they saw, and write them using an anchor chart in a their digital art journal. Students will use any materials of their choice to design and use their imagination to create their own home that they think would be a good fit for that neighborhood.
When students create and make connections through their artwork, but don't see the value, that information will not likely be used in the real world. If I can make learning be of value, then I know I am bringing real world experiences to the students.
Part 2:
According to 2024 NETP, "technology can enable personalized learning or experience that are more engaging and relevant" (Office of Education Technology, 2024). Allowing flexibility for students to have access to technology proves that they can take charge of their own learning. My lesson plan will include digital resources of architecture and information on a career field of architecture in which students can use Chromebooks to research. Students will research on famous architects and create a virtual space to share their work with peers. Having a universal design can make classrooms flexible as it is an equal opportunity for all learners that encompass these principles: representation, engagement, action and expression. (Office of Education Technology, 2024).
Part 3:
Both Kolb's triple E framework and the Authentic Intellectual Work are quite similar. Learning can improve greatly when technology is utilized. Using one of Kolb's extensions can help students in real world settings. As mentioned, taking students out on a walking tour to observe homes in a community provides engagement, enrichment, and extension into real world learning. Without the walking tour, students might lose interest in the lesson, and not be able to relate it to the real life. Expanding from traditional values, both tools will benefit students even outside the classroom.
References:
Kolb, L. (2015, January 5). Triple E Framework. Retrieved July 1, 2024, from https://www.tripleframework.com/Week 1 Blog
Part 1
Greetings! My name is Bradley Barker and this is my very first blog! My professional career began in 2009, teaching elementary art with Lincoln Public Schools in Lincoln, Nebraska. After 12 years with LPS, I took up an opportunity teaching with DODEA in South Korea. Next school year will mark my 16th year in the field of Education. My future professional goal is to continue to be a lifelong learner by taking professional development courses and gaining additional certification. I hope with my ambitions and goals, I can contribute to what I have learned in the ever-evolving educational landscape.
Part 2:
I selected Global Collaborator 1.7b, Students use collaborative technologies to work with others, including peers, experts and community members, to examine issues and problems from multiple viewpoints. From the national art standards VA:Pr6.1.2a, 2nd grade students can analyze how art exhibited inside and outside schools such as virtual spaces and other venues contributes to our community.
Students will use the learning objectives to examine and select few of their best work for an online art exhibit. To begin, students will work in small groups to discuss what genres and styles that will work best for their virtual space. With Chromebooks, students will take picture of their work and upload into their google drive. Next, students will create google slides and upload their contents to their ePortfolio folder with an artist's statement. Students will share their work with their peers and provide positive feedback.
Part 3:
This is the first time I have ever heard about Kolbe's framework. From Kolbe's triple E framework, I like how it mentions that the framework is a coaching tool to support in our instructional choices. I agree with Kolbe's framework, because there are many ways I use technology integration in my classroom that involves the three "E's". One of my instructional strategies is using the many digital tools at my disposal such as ELMO, smart board touchscreen, iPads, Chromebook and ET support specialist who I like to collaborate with. When I teach from the document camera attach to the smart board, I see my students actively engaged in my instruction. I also can record and playback or edit my instruction. I also like using google classroom and list various class assignments when students use their Chromebooks. I love that teaching art gives me the liberty to work more with technology which enhances and engages all learners to be successful virtually.
