Week 5 Blog

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. 

    The concepts behind Universal Design for Learning is to provide different opportunities for learning.
It's not one size fits all, and all learners are unique, regardless of socioeconomic status, race ,gender and
language ability. Rogers-Shaw et al. (2018) studied the principles of UDL and how to utilize it by
improving online courses for adult learners. Rogers-Shaw supported the implementation of UDL because
the learning outcome improved greatly by minimizing barriers. Recognizing deficiencies, UDL
encouraged the design of learning by providing students opportunities and independence through
flexibility and choice. Through multiple means of representation, engagement and action and expression,
UDL offered principles and practices allowing for learner-centered approach. Incorporating UDL
principles, learning greatly occurs in an informal setting, because it enhances the learner's ability to
acquire new knowledge.

    To meet the diverse range of learners, different methods of learning are presented through graphics,
audio and video. In the online learning setting, adult learners, prior knowledge, and backgrounds can vary.
Hence, UDL is proven for learners to take control of their own learning even if it is online, because of the
implementation from UDL. From one of my lessons, I incorporate different representations using graphics
from slides, video and audio. Rogers-Shaw et al. (2018) states that UDL is a student centered approach to
learning that focuses on collaboration of learners in an online learning environment in a diverse
population.

2. Visit the CAST Universal Design for Learning website and use resources there to identify strategies that you could integrate into the lesson you are developing.  Discuss at least two strategies that you could meaningfully integrate into the lesson you are developing.
  

     After reviewing the resources from the CAST website, I would need to strategize my lessons by giving
students multiple means of autonomy because what works for some may not work for others. I believe the
only way that will fuel students' autonomy is to give students interests in what they want to do. With my
lessons, I am always thinking if I am making an impact on what I want my students to learn, but it can be
confusing and meaningless to them. 

    Strategies I could use to integrate into my lesson would be representation showing graphics and
presentation from google slides. This will activate prior knowledge into new information, supporting vocabulary to what is being taught. Another strategy would be to provide action and expression by giving students many tools, models, and plenty of options of what they already know. All my instructions are done by using smartboard technology, document camera, different applications that are student friendly, and google slides presentations.

I can digitally provide feedback to support students' learning using Seesaw and Google Classroom, and at the same time, allow students to risk mistakes and learn from them. In conclusion, CAST would allow me to rethink the way I teach my students by removing barriers to provide equitable learning or all, and use flexible assessments to build around students’ strengths.

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/ 

Week 4 Blog

Week 4 Blog: Evaluating MagicSchool AI

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

 

Week 3 Blog

The infographic depicts different types of learning that are essential to memory. Evidently, self regualtion was mentioned a lot more than other components of learning. Different types of memory support how learning occurs through self regulation. Using memory, the information can be retained and used again from, and with what was learned before.

References: 

National Academies of Sciences, Engineering , and Medicine. (2018). How people learn II: Learners, contexts, and cultures.

ISTE Nurture Creativity by building on student passions. (June 9, 2016) https://iste.org/blog/nurture-creativity-by-building-on-student-passions 

International Society for Technology in Education. (2016). ISTE Standards for students. https://iste.org/standards/students

Week 2 Blog

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/

Newmann, F. M., King, M. B., & Carmichael, D. L. (2016) Authentic Intellectual Work: Improving Teaching and Rigorous Learning. Corwin 1st Edition

Office of Educational Technology. (2024). A Call to Action for Closing the Digital Access, Design, and Use Divides. https://tech.ed.gov/files/2024/01/NETP24.pdf January 2024 Retrieved page 21

Neurodiversity Resource Center (2021, June 7). Seeing UDL in Action in the Classroom [Video]

YouTube: https://www.youtube.com/watch?v=hCHTxTfkBsU