Dizzy, My Head is Spinning...What I learned Week 3

   This week was foretold to be a busy, writing fun-filled week. It is a good thing it is Spring Break, because it has been a whirlwind of activity. Just when I think I am finished, I turn around and have another activity to complete, start or do. We learned about UDL- Universal Design of Lessons (see previous post). I also learned about how to do an ebook. I enjoyed this activity immensely. It involved another medium to share information with multi media online. It is simple to use and can be teacher made or assigned to students to create. I plan to use it as assignments and have students access them for reviews. I had a bit of trouble with the audio files not being mp3's or being too big. Technology has a dark side to it. I also think I would need to do extensive pre-planning with students before launching them onto the computer to create it, so students didn't get mired looking for the perfect picture or just copy and paste something from Wikipedia. I loved the glossary aspect. My team also met to discuss the Action Scenario plan, group project and our lessons. We have worked well together previously, so we got right to work. It is nice having a good group of hard-working, supportive people to work together. I have typed so much this week, my hands hurt, my head hurts, and I miss the sun. I have learned a great deal in return, however.

   In reading Using Technology with Classroom Instruction that works, I was struck with the advice concerning feedback. The advice gave three directives that student work should receive timely and specific corrections, and each should participate in some form of the process. In any ephiphany I have had in my learning, or life it was not done with something someone had lectured to me about, or a worksheet I had filled out, but rather a process where I came to an understanding. I have had many student teachers in my classroom, and the first lesson is that students want tell about what THEY learned. Students are not really all that interested in sitting in a class listening about what the teacher knows. The learning process should be interactive, allow for students to have a learning curve and be an integral part of the process rather than passive. Having students take notes and fill in worksheets are passive activities than can be substituted with technology based assignments. " A frustration of being one teacher responsible for the learning of many students is that it can be tremendously difficult to provide each of the specific and immediate feedback." Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I can reach only so many students at a time during a day, and more and more students have IEP's. The technological lessons we are demonstrating and using fill in those requirements of individualized lessons and adaptations. I see more "aha" moments through these types of lessons than I do during a worksheet. A students who can self-correct during the process and lead to a greater understanding of the material is the ultimate goal. Creating lessons with the UDL design with the three networks of recognition, strategic and affective helps with the process.

ebook-
http://bookbuilder.cast.org/view.php?op=share&book=60602e9f7b34a92e10747c4dc3da7a7a&sid=11748




Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development