Final Reflection

Because of this course, I have learned that I need to have a better implementation of technology into the classroom.  I realized that I still have to work on keeping the attention of my students through engaging activities that are also accommodating to different learning styles.  My past thought process was that if students were on the computer I was meeting all needs but the UDL principles have shown me that I was way off with that idea.  My previous goal of creating screencasts for the classroom is very possible and is a great form of review for students.  I previous wanted to “flip” the classroom but I think that my time would be better spent making the lessons more interactive with the use of technology.  My goal of this has changed focus, while I still see the benefits of flipping, I want to flip such that there is more integration of material.  I don't want to have students just watch a video of me lecturing but have an active part of what is taking place, or else its not much of a learning process.  I also need to make sure that when using technology I am not using it for “technology’s sake”.

My goals have now adjusted from making a meaningful flipped classroom lesson to using/creating web quests that include students as part of the learning process.  I think I would like to try to have a lesson in which students end up having a discussion on a live document.  The reason I think that lesson would be beneficial for my students is that the teaching process is removed from the situation which will force my students to provide the conversation while I as the educator guide the discussion.  I first want to start this process of reaching my goal by finding meaningful websites and resources currently online and then add my own touch to the material to have a more direct correlation to the class.  I think that this goal is very possible for me because there is a large amount of material currently available; it just needs me to find it. 

Benefits of Online experiences

Talk about how you could use one of the technologies that qualify as an online experience with your students. 

• What content could this help you teach?
• What type of pedagogical strategies might you use with your students?
• What technologies do you think would be harder to use with your students? Why?

After going to some of the links provided by Michigan Merit Companion Document I think the content of interactive discussions with experts for my senior math/ life skills course.  Then the online field trips and online simulations would be great for my physics course by allowing my students a chance to look future in depth with concepts. Then I have ran across some web-quests that allows students to gain a good understanding of topics.  

The online learning method allows for a mixture of classroom situations to arise.  Students have the freedom to use other resources to back up their knowledge and lets them discuss information in deeper knowledge.  The students also enjoy the use of videos because it allows for them to pause the teacher and write down information or any questions that they might have.  That's one of the reasons that a flipped classroom is nice along with the students working cooperatively with their discussions.  The flipped method also allows for students to move at their own pace, that provides a teacher a way to differentiate the classroom.

The technologies that require more time at a computer are harder for my students because not everyone has home access to a computer or the internet.  Then we only have one computer lab so time in the lab comes at a premium and students are expected to be working to their fullest the entire time (Not that they normally aren't but there's zero room for anything different).  

My Wiki addition

Clinton's Wikipedia Page

I added bits and pieces to the Wikipedia page for the school district that I work for and have made edits to updated the information.

From here I went about and created a wiki page of my own. I made a secondary page which I'll use to keep my helpful website organized.  Having that one page with my links will be helpful because I'm not always on the same computer when I'm doing work for school. I know that it's nothing special right now but I know that there is potential for the wiki in the future.  Here's a link to the wiki and at the bottom of that page is a link to the other page.

UDL Guideline Checklist for Projectile Motion Simulation

UDL Guidelines – Educator Checklist
I.      Provide Multiple Means of Representation:	Your notes
1.    Provide options for perception
1.1 Customize the display of information	Feature: Word document allows for change of size, simulation allows for zoom in/out
1.2 Provide alternatives for auditory information	Feature: Could provide screenshots depicting what is to be accomplished
1.3 Provide alternatives for visual information	Barrier- could use Text to speech program
2.    Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Vocabulary was covered prior to simulation. Could introduce vocab cheat sheet
2.2 Clarify syntax and structure	Barrier- no transition words are highlighted or related to previously learned material
2.3 Decode text and mathematical notation	Barrier- no clarification is available, could have list of key terms included
2.4 Promote cross-linguistic understanding	Barrier- no information provided in another language. Simulation only in one language
2.5 Illustrate key concepts non-linguistically	Feature: Could allow students to provide visual clues when explaining a concept or reasoning.
3.    Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Before the lesson is taught students already have completed the outline for this unit and use of warm-up to make sure they are prepared for the lesson
3.2 Highlight critical features, big ideas, and relationships	Feature: Questions at the end summarize the big ideas, tables also emphasize what the big idea is.
3.3 Guide information processing	Feature: Tables are given, and then students are asked to make a relationship based on the information in the table.  Barrier- could show students how to use a computer application to do a linear regression
3.4 Support memory and transfer	Feature: Students are asked at the end of the lesson which will hit the ground first, a bullet shot horizontally or one dropped from the same height? (Ans. Neither, they hit at the same time).  Students are expected to incorporate free fall material learned before this lesson.  Barrier- to have a better discussion as how this relates to the previous lesson.
II.    Provide Multiple Means for Action and Expression:	Your notes
4.    Provide options for physical actions
4.1 Provide varied ways to respond	Feature: The computer does the recording to time and distance
4.2 Provide varied ways to interact with materials	Barrier-  no such alternatives are present in the lab/classroom
4.3 Integrate assistive technologies	(Not listed on site)
5.    Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students could use screenshots to respond, could have students tweet responses in to a discussion
5.2 Provide appropriate tools for composition and problem solving	Feature: Can use word-processor to check spelling, also could use paint to depict drawings. Simulation uses Java so students have to navigate that.
5.3 Provide ways to scaffold practice and performance	Barrier- Lesson is not differentiated.
6.    Provide options for executive functions
6.1 Guide effective goal setting	Feature: Students are asked to complete three experiments where in each experiment they track different information
6.2 Support planning and strategy development	Feature: In the introduction to each experiment I ask students to think about what they are going to try and collect during each step and what the reasoning might be.
6.3 Facilitate managing information and resources	Feature: Table provided to collect data sets
6.4 Enhance capacity for monitoring progress	Feature: The simulation tracks the progress of the projectiles so students can easily compare data
III.   Provide Multiple Means for Engagement:	Your notes
7.    Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: The learners can provide written responses or use a screen picture to show their findings
7.2 Enhance relevance, value, and authenticity	Feature: The simulation has a game feel to it where students can aim at the statue and a bulls-eye for targets
7.3 Reduce threats and distractions	Feature: NO real use of cannons is involved, students use computer simulations.  No noise and website is very focused at the task and no advertisements are present
8.    Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: The students have to complete a write up of their conclusions in which they are expected to restate the goals and how they met them
8.2 Vary levels of challenge and support	Barrier- The lesson is not differentiated to the level that it could be.
8.3 Foster collaboration and communication	Feature: Students are asked to work in pairs or small groups
8.4 Increase mastery-oriented feedback	Feature: Students are asked to complete a write-up or summary after each experiment where they identify patterns and where they might have gone wrong.
9.    Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Myself, a co-teacher and student aid are all available for help, also provide extra time in class if needed
9.2 Scaffold coping skills and strategies	Barrier- Not explicitly included with the lesson but part of my teaching style
9.3 Develop self-assessment and reflection	Barrier- No feedback form provided but a good idea to add to the class.

© CAST 2009

Goal-directed Instructional Design Plan - Projectile Motion

https://docs.google.com/document/d/1jngK-6J1DsmlAFF72fRkjofwHB6E75XHfulVUCkHIH4/edit

Differences between traditional web sites and blogs

<p>"Traditional" websites to me are those that provide content and information based on facts. They are used more as a guide or reference for users to gain knowledge. While blogs are personal opinions and beliefs. There still is content provided but it maybe skewed in opinion and these opinions are left open for discussion. Since there are comments this can lead to in depth conversations and a more meaningful discussion. The flow of the blog can then change based on those comments. In comparison they both provide content however the difference lies in the personal conversation created by blogs.