blog 6, chapters 10 and 11

   On  Engaging Learners: 

Meeting students needs is one of the first and foremost responsibilities of a teacher. That

being said, meeting the needs of upwards of 25 students individually within a 40 minute period is essentially impossible. Utilizing technology is one of the ways in which we can attempt to meet the needs of diverse learners, since it allows for so many levels of differentiation. 

     multicultural education is one way to meet these needs. When someone is a multicultural educator, they allow for multiple outcomes in the same lesson. They are teaching the majority of the students about cultures that are different from them, while at the same time offering diverse students to find themselves and their heritages within the curriculum. Technology allows teachers to integrate multicultural education across the curriculum and also to create real world connections for their students. Technology can also be used to reach linguistically diverse learners.

     In today's society, it is more than likely that there will be at least one, if not several ELLs in each classroom. Being able to make these students identify with their education and feel as if they are being included can be a challenge for teachers who do not speak their language. Resources like Google translate allow educators to further assist their English language learners and make them feel like a valuable part of the classroom community. Other sites, like the NLVM or interactive newspapers may also help connect teachers and students digitally. Due to the ever-growing diversity in today's classrooms, differentiation of instruction is imperative. 

     As is drilled into the heads of future teachers everywhere, everyone learns differently. Following the universal design for learning (UDL) makes it easier for teachers to address the needs of students of diverse backgrounds within one classroom. This often includes changing instruction to be geared towards gifted, students special education, or English language learners. We are all taught as educators how to differentiate instruction. For example, in the school that I work in, we do our reading block in 90 minute sections. The first section is 20 minutes of whole group instruction, followed by a rotation of small groups each held for 20 minutes,  wherein there are skills taught to groups that need them. At the end there is a quick 10 minute summary of the days literacy block. This schedule is designed to meet the needs of as many students as possible through the use of different strategies. UDL is a bit different.

     UDL blends together recent advances in understanding the human brain to design a curriculum that can accommodate broad student needs. It incorporates multiple means of representation, expression, and engagement. Overall, it is used to accommodate as many students as possible without diminishing the education of anyone. 

     Adaptations can also be made in any area of the educators choosing by utilizing technology. There are electronic dictionaries, calculators and an overabundance of tools that can be used to enhance the classroom experience. Technology is also useful in improving students writing. 

     For our final project, a few of my classmates and I are exploring a tool called Simplemind

which is an online application which allows students to create "mind maps" of their thinking processes. Tools like this can be used for brainstorming/prewriting, and also across the curriculum for things like timeline's and other visual aids. Being able to do so on the computer may alleviate some of the stress of writing down these things on paper, and may inspire the students to put even more effort into their work. Technology is good for teachers when it comes to writing because allows for differentiate support as students work on their writing at different paces. Technology also plays a big part in getting students engaged in performance assessment and reflection. 

     Our 7266 class reminds me a lot of Tracy's class from the blurb on page 276. We have created several artifacts such as our e-portfolio and WebQuest, which we have then spent a good deal of time reflecting on, thinking about our strengths and weaknesses, etc. We have learned what makes an appropriate artifact that best represents us, and what is not worthy of being posted. We have also already been through the process of new teacher assessment in our undergraduate career, and will again be subjected to it when taking our

comprehensive exams next semester. assessing students is something we will be doing for the rest of our teaching careers. This will serve to tell us a little bit more about our teaching effectiveness, and where the students stand with a particular topic. To be successful, students must also self-assess. They must be mindful of the work they are creating. They must also be included in classroom decisions and their learning and assessment. When allowed to make choices for themselves, students feel more motivated to participate and to do well. Democratic classrooms following Prensky's pedagogy of partnering are the way of the future.  

     We too must be mindful. Our e-portfolio will be the online representation of who we are as educators and as people. As educators we are designers, we are creating our craft. I found it useful that this section of the text included a list of what should be included in a teaching portfolio. Even though I have already created one, I know that it will be ever-changing. 

     Overall, technology can be an asset in almost every area of the classroom. It is a great way to get students truly involved in their education and making decisions for themselves, as well as a way to ensure that they are learning and to adapt where improvement is necessary. 

      Final Thoughts: 

1. What are some ways in which you are planning to promote success for diverse learners through the use of technology?

2. As a teacher, when might you use performance assessments? 

3. In your experiences in schools, have you noticed more teachers adoption technology into their classroom to assist with differentiating instruction or resisting it? How are they implementing it if they are? 

     

Chapter 7&8

My response to chapters 7 & 8, 

     Software, applications and games all help students solve problems. In a case like Rosie's, the problem is that mathematics is usually a very direct, systematic subject with little room for creativity or fun. Introducing an app like 4MALITY does wonders! Some students suffer from what I like to call "math-itis" where they all of a sudden feel sick or have to go to the bathroom during math, That is because math makes them uncomfortable and they are looking for ways to avoid it. By utilizing games and applications, even the most disinterested student can be reached, and the struggling students will receive tutoring in the process.
    Problem solving through use of education software is still a developing concept, Being able to use real-world situations to increase learning is one of the easiest ways to get children engaged. when they see "why they need to know this material" it makes them actually interested in it. Problem-based learning, like WebQuests, also do the trick. It allows students to feel as if they are in control of their education. The problem solving process, as relates to problem solving with technology, also allows for incorporation of blooms taxonomy levels from lower-order thinking to higher-order thinking, leaving even more room for differentiation of instruction; the most important part is selecting the right software or application for the job ( I also really appreciated the included list of web resources for educators included in this chapter).

     Up until now I had no idea so many different types of software existed, I knew that there were and endless supply of programs to use, but was unaware there were so many different types. Between composing and calculating software, building and inventing software, and visual-thinking software, there is clearly something useful for everyone.
     My one qualm about computer resources is that children today rely heavily on computers as it is, for information, entertainment and to complete various tasks and requirements. If they start getting used to always doing math on the computer, they will struggle to do it any other way, That being said, I think that using apps and gaming software are great to supplement and reinforce, but the bulk of the work should still be done by hand.
      Social media is another great resource to have in the classroom (as long as it us utilized appropriately). If used effectively, it provides another platform for communication and collaboration. Computer-mediated collaboration allows for many different kinds of exchanges between people. teachers can now communicate with students through email and classroom websites, and the class can interact on websites or in online discussions. It also allows for teachers to network with fellow teachers for new ideas and strategies to employ in their classrooms. It allows for informational dissemination to families and teaching beyond the school day. Overall, these developments in the realm of technology can be of great assistance to teachers, as long as they are used effectively and appropriately,

Some questions I am left with: 

1. Do you approve of outside-of-school communication with students and parents? What kinds of boundaries would you set for your own classroom? 

2. What applications have you found that are helping your students to learn? How do you decide their time limits and usage? 

3. How do you as an educator use technology to promote inquiry-based learning?