Nicole+A

__**Day 1 July 11, 2011**__ This will be my 8th year teaching, I have taught the past 6 years at Lockerman Middle School in Caroline County as the general education teacher in a 7th grade inclusion classroom. My co-teacher and I have been teaching together for 5 years. Her and I have presented at High Schools that Work in Nashville, TN on co-teaching and differentiation. We always look for new ways to engage our students and improve our teaching practices.
 * Introduction:**

I am going through the Masters of Education program through Gratz College. I have always taken away new teaching strategies, activities or updated my philosophy of education/teaching with every class. I am looking forward to incorporating new technology into my classroom.

I enjoy spending extra time with my daughter, riding my Harley Davidson, going to the beach and catching up on my summer reading during the warm weather.


 * Article: "Willing to be disturbed"**

Chris group: Listening (curious), Beliefs (curious), Needs (collaboration) and Change (confusion)

My group: Complexity, Curiosity, Confusion

Tamara group: "My way or the Highway"- Confused to Listening to Sharing to Curious to Solutions/Learning to Realizations to Discovery

Differences- graphic organizers, organization of topics, Chris's group mentioned "needs" Similarities- ideas of change, confusion, curiosity


 * 3 Principles of UDL and D.I.**

Representation (what) Content/Curriculum Action and Engagement (why) Product (learning profile, readiness, interest) Expression (how) Process


 * National Center on UDL- Examples and Resources**

Representation: Checkpoint 2.3 Decode Text, Notation and Symbol 1. Mathematics Glossary- provides formal definitions, examples and demonstration applets, categorized by grade Representation: Checkpoint 2.5 Illustrate Multi- Media 1. Search Cube- multiple websites on topic, view as thumbnails on a cube, use arrows to flip to different sides of cube 2. Wordle- create "visual" vocabulary cards

__**Day 2 July 12, 2011**__ Cassidy and Barbies Troy and the Speed Channel Me and "The Paris Wife" novel Mom, Dad, Cassidy and playtime Me, Krista, Turner, Jen and Austin, the BEST 7th grade MATH TEAM
 * "I am" Poem**

Fields, Big Trucks, and Small towns

Mom-Mom and Pop-Pop Powell, Friday Nights, Christmas Eve Dinner and Ocean City Vacation

The only nickname ever given to me was Niki, The only person to use it was my middle school teacher and principle, George Henkel

2003 Hot Air Ballon ride, Thousand Islands, NY 2004 Wedding, Chester River County Club, Chestertown MD 2006 Sturgis Motorcycle Rally, South Dakota 2007 August 28, first day home with Cassidy 2010 Cassidy's first day of Pre-School at Little Lights

I dream of being the best teacher, never to be set in "my" ways I dream of being the best mom, always supportive and strong I dream of being the best wife, always loving and communicating

I am most proud of ... 1. my family 2. my students 3. my math team


 * Jigsaw Presentations on Readings Teaching Every Student in the Digital Age and Grown Up Digital** Chapter 3, 4, 6, 7 and pages 9-19 in the Grown Up Digital

Peggy page as PDF templates (use for planning units of study)
 * Chapter 3 Flexible Instruction**- p.40 Fixed Media (Speech, Text, Images) vs. Flexible (versatile, transformable, marked, network, Digital Media)
 * Chapter 4 UDL**- p.68 UDL Origins (Architecture & Learning), Application (Goals, Individualize Instruction, Assess Progress, Implementation (Neuroscience, Digital Media, Assistive technology and Principles (Presentation, Expression, Interest & Motivation)
 * Chapter 6 Support Student Learning**- p. 106 Recognition Learning, Affective Learning and Strategic Learning
 * Chapter 7 Assessment**- UDL Assessment wiki page

Wordle, Google docs (need g-mail account) **__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 agree that all curriculum is disabled. I think teachers are the ones responsible to make the curriculum flexible and attainable for all students.
 * Applications Tuesday 7/12**

The class was in agreement with that assessments are the disabling piece of the curriculum.

__**Day 3 July 13, 2011**__ MSDE website for UDL document [|A Route for Every Learner: Universal Design for Learning (UDL) as a Framework for Supporting Learning and Improving Achievement for All Learners in Maryland, Prekindergarten Through Higher Education]

prezi.com for presentation of content or student products (web-based)- Classroom Ideas- "All about me" prezi for the class ; Review of Unit or Study Guide voicethread.com for responding to images via text or voice -respond to images or video- Classroom Ideas- math notebook for independent task slideshare.net- to share powerpoint, PDF, videos presentation
 * Applications Wednesday 7/13**

-Curriculum are the goals (general, benchmarks or expectations), methods, materials (media and tools), and assessment (reasons for and methods measuring progress)
 * UDL FrameWork- "research based"**

__**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? // As a teacher you are responsible to deliver all of the curriculum to all students. You can modify your instructional delivery or activities to your students' strengths and weaknesses. If you focus on the strengths and weaknesses of the curriculum you are prepared to deliver the content/skills to all students in the needed sequence with the appropriate amount of support or challenges.
 * __Day 4 July 14, 2011__**

Assessment is a BIG part of the curriculum that does not always correlate with the methods of teaching and student learning in our classrooms.

Podcasts- fluctu8.com Xtranormal- xtranormal.com - movie maker del.icio.us.com- social bookmarking and tags Classroom Ideas- bookmarks for classroom use for students or team members
 * Applications Thursday 7/14**

Culminating Activity 10:30 Friday Presentation/Lesson - UDL, Goals,Methods, Materials, Assessment -10-15 minutes

__**Day 5 July 15, 2011**__ Culminating Activity 1. Brain Pop- students will take online quiz for teacher to gauge students' prior knowledge on acute, obtuse, right, supplementary and complementary angles Students can return to the site to view and listen to a lesson, complete vocabulary activities,view frequently asked questions and interact to view answers, re-take the quiz, explore careers, gadgets, application problems and challenge vocabulary in the FYI**.** [] 2. Wordle- students view the wordle to begin to identify key terms and values, meanings of terms to begin to build vocabulary that will be used in the lesson
 * UDL and Technology-** The lesson below incorporates technology and non-technology pieces to meet the needs and learning styles of students in a math classroom. The content is represented through multiple medias. Multiple technology and non-technology activities and presentation of content are provided to engage students. Students are asked to express their knowledge using technology such as interactive websites, drawing programs or traditional math tools.
 * Lesson Plan**
 * Goals**: Identify and describe pairs of angles formed by intersecting lines, line segments and rays.
 * Methods and Materials:**

3. Construct a Foldable - students create a reference to add class notes and use as a study guide Students can be provide with diagrams and definitions to cut in past onto the foldable, a completed foldable can be given and students are asked to highlight important information or a foldable where pieces of the information need to be added and parts of the diagram need to be completed. 4. Highlight angles in a diagram- provide students with multiple copies of a diagram and a key to highlight complementary and supplementary angles Highlight a pair of: COMPLEMENTARY angles YELLOW ; SUPPLEMENTARY angles PINK 5. Google Sketchup or Microsoft Word- students use either program to draw the various angle types and be able to describe the angles using key vocabulary terms Using the various buttons on the Drawing Toolbar, you are able to create simple mathematical figures. Students are given 3 choices to demonstrate their ability to identify and describe complementary and supplementary angles 1. Complete the Brain Pop online quiz or complete a selected response paper/pencil quiz 2. Draw a diagram on Microsoft Word, Google Sketch up, or paper/pencil and identify and describe types of angles 3. Match a figure to the defintion
 * Using Microsoft Word Drawing Tools to Create Angles**
 * 1) You can do this two ways:
 * 2) **Click on the word Insert on the menu bar, and then select Shape.**
 * 3) **Or you can click on Shape on the home ribbon.**
 * Select Lines and Connectors
 * 1) Now you are ready to draw your lines and rays for the angles.
 * Assessment:**

5 new technologies to try
1. voicethread, 2. wiki, 3. wordle, 4. prezi, and 5. delicious

4 ideas to share with others
1. prezi for introductions at back to school night and for our gallery walk have students create presentations for work samples 2. changing assessment to meet teaching goals and methods 3. Use voicethread for a geometry unit 4. Stop making a big deal when students do not have a pencil

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3 principles of Universal Design for Learning ===== 1. Representation 2. Expression 3. Engagement

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2 changes in your teaching to reach all learners in the Digital Age ===== 1. Incorporate current technologies into instruction 2. Read to understand the Net generation and their needs

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1 BIG idea to implement “on Monday/next school year” ===== 1. Work to provide students with the technology needed for them to be the most successful in gaining and retaining the content we teach them

--- __**LEP Project Rubric**__ // Then, summarize each source. For each summary, follow **Part 1** rubric below**:** //** Each summary is worth 6 points. Part 1 = 36 points **
 * Choice #2: Reference Review = 84 Points total**
 * Part 1:** **// Select 6 Scholarly Sources //**// (journal articles, books, internet sources) //


 * Part 2**// : Identify 2 themes from the summaries you wrote. Write about the themes, what they mean to you, or how they apply to your classroom, and how the knowledge will change your instruction in the future. *Follow **Part 2** rubric below: //** Part 2 = 48 points **

sentence. || Good Hook & topic sentence. || Fair Hook & topic sentence. || A topic sentence. ||
 * **Part 1: For each Summary** || 4 || 3.4 || 3.0 || 2.6 ||
 * # ** Summary Length ** || At least 1/2 page || No points || No points || No points ||
 * # ** Describe the main idea/purpose ** || The description of the main idea/purpose is clear and well written. || No points || No points || No points ||
 * # ** Retell at least interesting point of the article. ** || Retelling is clear and well written. || No points || No points || No points ||
 * # ** Overall Organization ** || Information is in logical, interesting sequence which reader can follow. || Student presents information in logical sequence which reader can follow. || Reader has some difficulty following the writing because student jumps around. || Sequence of information is difficult to follow. ||
 * # ** Overall Conventions **
 * (Grammar, Spelling, **
 * Punctuation) ** || The summary is written in **third person**. & the presentation has **no** misspellings or grammatical errors. || Presentation has no more than **two** misspellings and/or grammatical errors. || Presentation has **three** misspellings and/or grammatical errors. || Work has **four** or more spelling errors and/or grammatical errors. ||
 * # ** Reference Information written in APA style ** || Follows APA Guidelines with **no** errors || Follows APA Guidelines with **few** errors || No Points || Follows APA Guidelines with several errors ||
 * **Part 2**** : For each theme** || 4 || 3.4 || 3.0 || 2.6 ||
 * ** 1. Page Length ** || At least 2 pages || No points || No points || At least 1 page ||
 * ** 2. Introduction Paragraph ** || Excellent Hook & topic
 * ** 3. Body Paragraphs ** || Topic Sentence & outstanding supporting points || Topic sentence & good supporting points || Topic sentence & fair supporting points || Topic Sentence ||
 * ** 4. Overall Organization ** || Information is in logical, interesting sequence which reader can follow. || Student presents information in logical sequence which reader can follow. || Reader has some difficulty following the writing because student jumps around. || Sequence of information is difficult to follow. ||
 * ** 5. Conclusion Paragraph ** || Excellent Hook & restatement of topic sentence. || Good Hook & restatement of topic sentence. || Fair hook & restatement of topic sentence. || Weak Conclusion ||
 * ** 6. Overall Conventions **
 * (Grammar, Spelling, **
 * Punctuation) ** || Work is written in first person. Presentation has no misspellings or grammatical errors. || Presentation has no more than two misspellings and/or grammatical errors. || Presentation has three misspellings and/or grammatical errors. || Work has four or more spelling errors and/or grammatical errors. ||