Lisa+M

Lisa Murray: I teach special education in Caroline Co. I live in Hurlock with my husband of 35 years. We have 3 grown children and adhere to the policy "no news is good news" as they all left the shore. As expected the daughter calls regularly but the boys not so much. I was looking forward to this class so that I could further differentiate and be an asset to my regular ed. teachers. They are more accepting of "intruders" when you have lots to offer.

UDL: Representations/ /what (content) (DI) Expression/How-action (process) Engagement/ Why (product)

//Willing to be Disturbed// __Mind Map__ Listen/Beliefs/Change/Needs __Bulletted List__ Complexity/Curiousity/Confusion __Highway__ A process that goes from MY WAY to confusion, listening, sharing/openness, CURIOUS, solutions/discovery All groups talked about curiousity, listening and change. Change can come in beliefs or solutions to problems. The mind map would be an organizer that I should remember to use more often.

//National Center on UDL//
http://www.udlcenter.org/implementation/examples I. Representation Making text and data accessible to all. (AIM- Access to Instructional Materials)

Readability
Readability is a simple tool that makes reading on the web more enjoyable by removing the clutter around what you're reading. Age Group: All ages Content Area: All content Cost: Free Technology Involved: Internet connection

Signed Stories
This library of digital books is available for deaf and hearing audiences. Each story is signed using British Sign Language, read aloud, and captioned in English. Age Group: K-4 Content Area: Literacy Cost: Free Technology Involved: Internet connection

Music and Dance Drive Academic Achievement
Watch this video to see an example of arts integration to promote academic achievement. Opening Minds Through the Arts (OMA) is a student-achievement program that uses music, dance, and visual arts to teach skills used in reading, writing, math, science, and other subjects. Age Group: All ages Content Area: All Cost: Free Technology Involved: Internet connection to access video; many of the strategies modeled require no technology

3.1 Improving background knowledge ( pages were slow loading but sites included science background and ELL/ESOL sites

II. Expression Options for action, skills/fluency, executive functions

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Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills. Age Group: All ages Content Area: All areas Cost: Free Technology Involved: Internet connection=====

III. Engagement Options for interest, effort and self-regulation

Coping Skills for Kids: Brain Works Project
This website addresses the coping brain, coping challenges and coping skills and tools. It is geared toward parents and educators of pre-teens and addresses the varying ways one can cope and learn to cope. The site is also rich with resources and activities. Age Group:  Pre-teens Content Area:  Social and emotional learning Cost:  Free Technology Involved:  Internet connection to view the video; technology not needed to implement the strategies discussed

I am from...
Momma's dining table, grandma's candleabra, Caitlin's canopy bed, photos from Guam and the world, UMCP, cat hair.. Lillies old & new, his & hers, frogs in the pond and bottles in the garden, cars lined up in pairs, Ramberg, Murray, Bailey, and Payne Puddin' & Tane, ask me again and I'll tell you the same... don't forget the raisin cupcakes, crabs or mashed potatoes A place at the beach for the grandkids to gather or me to kick up my heels Three strong children that taught me to rise above and follow your feelings.

Jigsaw Tuesday 7/12/2011 Chapters 3,4,6,7 Grp 1: Flexible Instructional Media chapter 3 Problems can occur in speech, text, images. 1. Recognition 2. Strategic 3. Affective in all areas (Sound is limited- once its said its gone)Advantages to printed text: save, return to, edit Dis: expression, decoding Grp 2: see Peggy's wiki. Flexible curriculum! AT for few, access for all Grp 3: Chris' wiki. strategic, affective and recognition learning Grp 4: Chapter 7 Barriers to assessment: individual differences, media constraints, lack of supports, integration with curriculum Formative assessment more beneficial than Summative.

UDL- digital text Wordle- use to find the most important ideas by setting maximum words and it will pick out the repeated. **__Reflection #1__** // At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not? //Curriculum is usually inflexible as it is presented to educators. Text is supplied, benchmarks and objectives outlined, period. However, teachers provide the instruction and practice in the manner they are accustomed or comfortable. Teachers traditionally teach to the masses. UDL is based on teaching to all and being accessible to all. Teachers can implement the curriculum using universal design to provide access to instruction, learning and assessment thereby making it more flexible. Digital media provides many tools that can be used to access text through changes in font, voice, readability. It is versatile, has the ability to be transformed and the capacity to be networked (TES, p77). I am most excited about the ability to network our learning and practice between students and staff. I can see that students with IEP's can have the opportunity to see work of regular ed. students. Multiple models should be beneficial as a guide for students.After discussion with the various groups, it seems all of us are able to enjoy flexibility during instruction and learning. Primary teachers are able to assess using a variety of methods, but most content teachers are confined to pencil/paper tests for students. Related arts teachers are able to assess and develop their content more fluidly and assess with versatility.

Websites previewed on Wed.: Prezi, Voicethread

__**Reflection #2**__ // What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach? // This approach is best because we can adapt and change our plans within our instruction and student learning but this approach requires flexibility and versatility on the part of the teacher. Plans must be updated, digital media acquired and assignments, assessments modified in order to overcome the barriers in the curriculum before addressing the barriers within the child. While UDL does not focus on the weaknesses of individual children, they must still be addressed either through accommodations or assistive technology. //After discussion today it is apparent that "fixing" the curriculum from the bottom up is beneficial for students and teachers. The daily instruction is ready for a variety of learners and will be ready for future classes as well. Individual preferences and needs can then be added as needed and as the teacher learns the students' needs.For last day project. include Xtranormal A trip to the Louvre and VoiceThread// http://edu.xtranormal.com/watch/12297827/a-trip-to-the-louvre Angles w/ Nicole, Debbie, Yolonda: Google sketchpad. Work w/ Tech. teacher to reinforce geometry SigFigs w/Charlie, Chris, Peggy. __Colors__ for pre and posttesting. Wordle, youtube, podcast

5 new technologies to try

 * Webspiration** is an online visual thinking tool
 * Prezi**, **Voicethread, Podcasts** for recording student responses **Delicious** for bookmarking, **Smartboard on iTunes,** Wikispace

4 ideas to share with others
Removing barriers through UDL framework; Strategic, Affective, and Recognition Learning so that I remember and use as I plan. Podcasting TES text.

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3 principles of Universal Design for Learning ===== Multiple means of representative Multiple means of expression Multiple means of engagement

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2 changes in your teaching to reach all learners in the Digital Age ===== Look for barriers in the curriculum Apply principles as much as possible

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1 BIG idea to implement “on Monday” ===== Voice thread as a getting to know you activity and leave open during independent work time for student responses

LEP addendums [|Follow that Horse]