Being a Social Studies teacher, Online Research is a great way to implement online learning in my classroom. I have found that the research MUST be teacher guided, or else students tend to investigate sources that are not necessarily credible, and therefore unusable.
Online research can be use for any content in my World History class that I want my students to investigate and analyze in depth. For example, next week I am teaching students about proxy wars that contributed to the Cold War. There are 8 wars that I have to cover in a short period of time. Having students engage in Online research for a specific war, and then share what they learned with the class could be a great lesson that incorporates online learning in my classroom.
Pedagogical strategies that students would be using would be inductive reasoning, because I would provide students with an example of what I want them to find in their research, along with a guide for legitimate sources to use in their search. I would also use deductive reasoning, students would have to evaluate research they find online, and decide if it is credible or not. Then students would have to interpret the research in order to share their findings or what they learned to their peers.
I think a specific online learning experience that would be more difficult to use with my students would be podcast, or video casts. Our school district has little to no technology available for students, and a limited amount of computer labs. With the districts lack of technology to create a podcast or video cast, I could probably not use this in my classroom. I also cannot expect my students to have such technology at home to complete such task, thus making it virtually (no pun intended) impossible to use this technology in my classroom at this time. Hopefully in future years, our district will obtain some current technology that will allow students and teachers alike to utilize online learning experiences often.
Monday, April 25, 2011
Sunday, April 17, 2011
Using Wiki
Using Wikipedia was easier than I ever thought. I easily could edit my schools Wikipedia page, and create my own for my classroom. To check out the Wiki I created for my World History students click here.
I also added information to Brighton High Schools Wikipedia page. I the wording about Brighton Area Schools, and added that it was located in Livingston County. It only describes that it was in Detroit Metro Area, but to me having the county would provide a better idea of location. I also made sure that Livingston County was a link, so people could also be connected to that Wikipedia page as well.
Check out the screen shot of my changes here.
I also added information to Brighton High Schools Wikipedia page. I the wording about Brighton Area Schools, and added that it was located in Livingston County. It only describes that it was in Detroit Metro Area, but to me having the county would provide a better idea of location. I also made sure that Livingston County was a link, so people could also be connected to that Wikipedia page as well.
Check out the screen shot of my changes here.
Sunday, April 10, 2011
UDL Checklist
Below is a checklist of all the features and barriers of my lesson plan "New Identities: Defining Nationalism" based on UDL guidelines. Universal Design for Learning is a framework that provides a way for educators to deliever content so that EVERY and ALL students can learn. This is an innovative way for teachers to approach lesson planning, and makes me re-think how I design my lessons. After going through this checklist for just one lesson, I realize how many barriers there are that may prevent students from learning. Barriers and Features of this lesson are below.
UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation:
Your notes
1. Provide options for perception
1.1 Offer ways of customizing the display of information
Feature: Content is delivered through lecture and visually through PowerPoint
1.2 Offer alternatives for auditory information
Feature: PowerPoint provides visual of lecture material
1.3 Offer alternatives for visual information
Barrier: Content has no illustrations or visual representation. Students would have create their own mental example
2. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
Feature: Providing definitions of elements of Nationalism and allowing for students to create personal examples
2.2 Clarify syntax and structure
Feature: Defining each of the 5 elements of Nationalism, and providing example through US National anthem
2.3 Support decoding of text, and mathematical notation, and symbols
Barrier: No text to speech feature for computer research. Students would have to decode
2.4 Promote understanding across language
Barrier: No translation tools in place. Non-English speaking students would have to have a translator
2.5 Illustrate through multiple media
Barrier: No illustrations or visual examples. Non- linguistic learners would suffer
3. Provide options for comprehension
3.1 Activate or supply background knowledge
Feature: Providing example of elements in the US National Anthem
3.2 Highlight patterns, critical features, big ideas, and relationships
Feature: Giving examples of 5 elements of Nationalism and having students give personal definitions
3.3 Guide information processing, visualization, and manipulation
Barrier: No graphic organizer for note taking. Students would have to take notes without a guide.
3.4 Maximize transfer and generalization
Feature: Having students create their own personal Nationalistic speech incorporating elements
II. Provide Multiple Means for Action and Expression:
Your notes
4. Provide options for physical action
4.1 Vary the methods for response and navigation
Barrier: No alternative options for typing. Students with motor weakness would not be able participate in research and presentation development
4.2 Optimize access to tools and assistive technologies
Barrier: No assistive technology for computer use
5. Provide options for expression and communication
5.1 Use multiple media for communication
Barrier: No options for alternative methods of presentation. Students who have not used a computer based presentation application would not be able to contribute to group work.
5.2 Use multiple tools for construction and composition
Feature: Spell Check
5.3 Build fluencies with graduated labels of support for practice and performance
Feature: Defining 5 elements through personal examples and as a class
6. Provide options for executive functions
6.1 Guide appropriate goal setting
Barrier: No goal setting in place
6.2 Support planning and strategy development
Barrier: No planning guide for research and presentation in place such as a template. Students who cannot plan or organize thoughts well would be lost
6.3 Facilitate managing information and resources
Barrier: No note guide or template for presentation. Students would be required to note take and plan presentation on their own.
6.4 Enhance capacity for monitoring progress
Barrier: No daily progress graph or assessment in place. Students would have to keep their own pace without knowledge of expectations
III. Provide Multiple Means for Engagement:
Your notes
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
Barrier: Only one form of presentation allowed. Students would have to conform to only one way to present
7.2 Optimize relevance, value, and authenticity
Feature: Creation of personal speech or quote using elements along with example of US National Anthem as model
7.3 Minimize threats and distractions
Feature: Keeping students focused in classroom and computer lab by overseeing constantly
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
Barrier: No rubric provided for presentation. Students would have to guess on what I was going to assess them on
8.2 Vary demands and resources to optimize challenge
Barrier: No option for alternative presentation. Students would have to conform to one presentation method
8.3 Foster collaboration and community
Feature: Group discussion and group work for presentation
8.4 Increase mastery-oriented feedback
Barrier: No feedback provided to individuals. Students would be graded based on group presentation
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation
Barrier: No personal goal setting in place. Students would have to set goals individually to complete assignment
9.2 Facilitate personal coping skills and strategies
Barrier: No guidelines for group work. Groups would have to decide tasks for individuals and deal with frustrations individually
9.3 Develop self-assessment and reflection
Barrier: No peer or personal review. Students would have to rely on my grading to assess their learning
© CAST 2011
UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation:
Your notes
1. Provide options for perception
1.1 Offer ways of customizing the display of information
Feature: Content is delivered through lecture and visually through PowerPoint
1.2 Offer alternatives for auditory information
Feature: PowerPoint provides visual of lecture material
1.3 Offer alternatives for visual information
Barrier: Content has no illustrations or visual representation. Students would have create their own mental example
2. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
Feature: Providing definitions of elements of Nationalism and allowing for students to create personal examples
2.2 Clarify syntax and structure
Feature: Defining each of the 5 elements of Nationalism, and providing example through US National anthem
2.3 Support decoding of text, and mathematical notation, and symbols
Barrier: No text to speech feature for computer research. Students would have to decode
2.4 Promote understanding across language
Barrier: No translation tools in place. Non-English speaking students would have to have a translator
2.5 Illustrate through multiple media
Barrier: No illustrations or visual examples. Non- linguistic learners would suffer
3. Provide options for comprehension
3.1 Activate or supply background knowledge
Feature: Providing example of elements in the US National Anthem
3.2 Highlight patterns, critical features, big ideas, and relationships
Feature: Giving examples of 5 elements of Nationalism and having students give personal definitions
3.3 Guide information processing, visualization, and manipulation
Barrier: No graphic organizer for note taking. Students would have to take notes without a guide.
3.4 Maximize transfer and generalization
Feature: Having students create their own personal Nationalistic speech incorporating elements
II. Provide Multiple Means for Action and Expression:
Your notes
4. Provide options for physical action
4.1 Vary the methods for response and navigation
Barrier: No alternative options for typing. Students with motor weakness would not be able participate in research and presentation development
4.2 Optimize access to tools and assistive technologies
Barrier: No assistive technology for computer use
5. Provide options for expression and communication
5.1 Use multiple media for communication
Barrier: No options for alternative methods of presentation. Students who have not used a computer based presentation application would not be able to contribute to group work.
5.2 Use multiple tools for construction and composition
Feature: Spell Check
5.3 Build fluencies with graduated labels of support for practice and performance
Feature: Defining 5 elements through personal examples and as a class
6. Provide options for executive functions
6.1 Guide appropriate goal setting
Barrier: No goal setting in place
6.2 Support planning and strategy development
Barrier: No planning guide for research and presentation in place such as a template. Students who cannot plan or organize thoughts well would be lost
6.3 Facilitate managing information and resources
Barrier: No note guide or template for presentation. Students would be required to note take and plan presentation on their own.
6.4 Enhance capacity for monitoring progress
Barrier: No daily progress graph or assessment in place. Students would have to keep their own pace without knowledge of expectations
III. Provide Multiple Means for Engagement:
Your notes
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
Barrier: Only one form of presentation allowed. Students would have to conform to only one way to present
7.2 Optimize relevance, value, and authenticity
Feature: Creation of personal speech or quote using elements along with example of US National Anthem as model
7.3 Minimize threats and distractions
Feature: Keeping students focused in classroom and computer lab by overseeing constantly
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
Barrier: No rubric provided for presentation. Students would have to guess on what I was going to assess them on
8.2 Vary demands and resources to optimize challenge
Barrier: No option for alternative presentation. Students would have to conform to one presentation method
8.3 Foster collaboration and community
Feature: Group discussion and group work for presentation
8.4 Increase mastery-oriented feedback
Barrier: No feedback provided to individuals. Students would be graded based on group presentation
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation
Barrier: No personal goal setting in place. Students would have to set goals individually to complete assignment
9.2 Facilitate personal coping skills and strategies
Barrier: No guidelines for group work. Groups would have to decide tasks for individuals and deal with frustrations individually
9.3 Develop self-assessment and reflection
Barrier: No peer or personal review. Students would have to rely on my grading to assess their learning
© CAST 2011
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