ChrisP

I have been teaching mathematics for 32 years at St Michaels Middle/High School. Last year I taught Algebra II, Pre-calculus and AP Calculus. Since we are a small school, I have taught many different math topics.
 * //Chris Pridgen Introduction//**

I have been married to Ed for 32 years, have two daughters, Alison and Lauren, one granddaughter, Averi, and one grandson, Nathan.

I like to spend my summer reading, gardening, playing with the grandkids and going to the beach. This is my 7th course with RTC and I plan to finish the masters program during the 2011-2012 school year.

//**Three principles of UDL:**// Representation- what content/curriculum Engagement-why learning profile, readiness, interest Expression-how process

4 key words: 1. listening (what's new, what's different, be curious about what others believe) 2. change (causes confusion, takes energy, you have to be willing to accept it) 3. beliefs (you get to keep your own, be curious of others) 4. needs (to be better at understanding, to find new ideas and solutions, to work collaboratively)
 * //Willing to be Disturbed article we read://**

3 key words: 1. complexity (think differently, work together in new ways) 2. curiosity (is a gift, good listening, better relationships) 3. confusion (change, creative)

//**UDL Research, examples and resources:**// Techmatrix has grades 9-12 mathematics hot topics such as emerging practices in technology, improving math instruction, finding technology that supports your math levels

//**I am poem...**//

music, hot tub, central air conditioning, king bed

flowers, trees, butterflies, hummingbirds, umbrella's, lawn chairs,

Christopher, Hurley, Johnson,

children should be seen and not heard,

crabs, shrimp, cake, veggies and dip,

Cambridge, Salisbury University, St Michaels Middle/High, Outer Banks,

A world with peace, health for my family members,

my children and siblings for all being caring, dedicated family members, there for each other whenever needed


 * Teaching Every Student in the Digital Age**
 * Chapter 6: Using UDL to Support Every Student's Learning**


 * **- Figure 6.1 -**
 * Network-Appropriate**
 * Teaching Methods** ||
 * **To support diverse recognition networks:**
 * Provide multiple examples
 * Highlight critical features
 * Provide multiple media and formats
 * Support background context.


 * To support diverse strategic networks:**
 * Provide flexible models of skilled performance
 * Provide opportunities to practice with|supports
 * Provide ongoing, relevant feedback
 * Offer flexible opportunities for demonstrating skill.

Wordle.net take any text and make a word splash Calculus words Algebra II words Pre-Calculus words **__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? // I do not feel the curriculum is disabling, but the way we assess the curriculum is not flexible. As I progress through a unit, I make sure I teach to as many multiple intelligences as possible, use a variety of strategies to create meaningful task, give students options whenever possible, and use rubrics for teacher and students to self-assess. After all of these are in place in a unit, the assessment as the end is too often a paper-pencil exam. In order for students to have optimal learning experiences, teachers need to assess using performance assessment task. Performance tasks I have used with students include: bulletin board displays, business letters, cartoons, children's books, composing a song, data tables and charts, lab reports, pamphlets and power points. I can say I used all of these, but not often enough. I need to use these types of performance task assessments more often, but my county is moving towards universal assessments for each unit for all students in the same subject and so far they are all paper-pencil exams. Our class seemed to be in agreement that the problem lies mainly in how we assess students, not in the actual curriculum. The new state curriculum will tell us what to teach. Wouldn't it be nice if they provided teachers with end of unit assessments (several choices) that targeted a variety of learning styles? We always start with what we want the students to know, but BACKWARDS planning should have the state department of education writing the assessments first. The assessments should practice what we preach about using technology to maximize learning opportunities for EVERY student. Prezi- search for Algebra II prezi's already made,calculus one's too. Look for UDL prezi's. Good one's out there. Voicethread- post a picture, drawing, etc many people can comment by voice, typing, etc on the picture Slideshare.net you can put your powerpoint into this and anyone can open and view the slides, even with having powerpoint on their computer. It also stores on the internet, not on your computer using too much memory 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?
 * To support diverse affective network:**
 * Offer choices of content and tools
 * Offer adjustable levels of challenge
 * Offer choices of rewards
 * Offer choices of learning context. ||

Analyzing the curriculum and using UDL principles to help manage the needs of a wide range of learners during a unit should reduce the need for individual differentiation and retesting. Providing learners with options for acquiring knowledge, and options for ways to demonstrate what they have learned will require teachers to analyze what they are doing now and develop a plan to implement new choices for their students. This will take time, team planning, and reflection of what is working and what needs improvement. Sharing within departments and with other disciplines would help this process. The UDL process will take time, but the end results can be used again in future years. Supervisors could play an important role in this process. They could collect and organize from teachers the performance based assessments for units that have proved to be affective for students. Reinventing the wheel needs to stop. Finding what works for assessing curriculum using representation, engagement and expression will take time and good planning. Wordle for Chemistry lesson



Prezi []

Youtube video: []

Sig Fig Podcast: []


 * ==  5, 4, 3, 2, 1  ==

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3 principles of Universal Design for Learning =====

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2 changes in your teaching to reach all learners in the Digital Age =====

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1 BIG idea to implement “on Monday” ===== || 5 new technologies: prezi, xtranormal, wordle, goodgle docs, wiki 4 ideas to share: what is UDL?, how the brain ties in with UDL, videos we watched in class, MSDE bill on UDL 3 principles of UDL: //**Three principles of UDL:**// Representation- what content/curriculum Engagement-why learning profile, readiness, interest Expression-how process

2 changes in teaching to reach all learners:provide a better variety of assessments that address the needs of a range of learners., reduce the number of students who need correctives and re-teaching. 1 BIG IDEA to implement is digital tools and media can all ongoing assessments that support differences in recognition, strategic and affective learning.


 * Choice #7: LEP - Presentation Plan – (30 – 60 minutes) = 36 Points (for your part) **

1. Length: approximately 5 – 7 slides = **30 Points (total)**

2. Provide objective(s) & purpose(s) = **2 Points (total)**

3. Provide Agenda & time segments = **2 Points (total)**

4. Where applicable - Include reference information on each slide using APA style = **2 Points (total)**