Debbie+K.

=My LEP was emailed to Heather today! Enjoy!= =Thanks for a great class!= =  = = __ //** INTRODUCTION **// __ = //**Hello! **// I'm a special educator in QA County at Stevensville MS. I have lived on Kent Island for 10 years and began working in Stevensville at Bayside Elementary and now Stevensville MS. I was a manager and human resources trainer for Macy's in my first career out of college, then after the birth of my children I decided to go back to college to get certified to teach. I was a marketing/CVE teacher coordinator in a high school in PG County until we moved to KI. After working with autistic children as a paraeducator, I changed my focus and began working to get certified in Special Education. I have been married to my husband, Kevin for 20 years this September and have two beautiful children. My daughter, Kassidy graduated from KIHS this year and will be attending Salisbury University to major in Vocal Performance and Music Education. My son, Kristopher, is a rising sophomore at KIHS and plays football, basketball, baseball as well as singing in the choir and playing in the band. I am a VERY busy mom and I love my life on the Eastern Shore!

__*3 principles of UDL*__
 * 1) Representation-what
 * 2) Engagement-why
 * 3) Expression-how

__Willing to Be Disturbed__

Listening, understanding that there is a belief system, willing to change and understanding your students' needs.

Complexity, curiosity, and confusion were important words. Curiosity makes you a good listener and relationships can form. Confusion can lead to change.

One way thinking is exposed to a web of different perspectives which can lead to confusion; however confusion can spawn conversations with opportunities to listen, share, and bring about curiosity that will lead to learning, solutions, discovery and change. The one way street becomes a crossroad.

NOTES on NATIONAL CENTER ON UDL
 * great resources to meet needs and accommodate for IEP students
 * games and interactives to engage learners and meet different interests
 * links to elevate levels of critical thinking and scaffold lessons

I am from...

Seashells, flip flops, beaches, sunsets, photos of family and friends. Hibiscus flowers, kids playing, bunnies, and birds. Genevieve, Dorothy, Julius, and Glenn K. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">Singing with my Daddy, Spa days with mom, OC beach days. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">Lasagne, shrimp dip, rice pudding, Gateau St. Honore, cheesecake, and Watergate salad. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">Girlfriends, weekends, happy hour, road trips, ragtop days, watching Topper and Kassidy perform. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">Disney World, Kauai, Atlantis, OC, and cruising the Caribbean. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">Love, Happiness, and Health for my family. <span style="color: #8200ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large; line-height: 31px;">My children are the light of my life and my husband is my best friend.

== = = = __ Jigsaw Chapters 3, 4, 6 & 7 __ = =**Key Ideas:**= = = =The brain processes sound, printed text, and images in three networks that potential problems can occur for learners:=
 * =Learners' capacities are not inherent; capacities are defined by the interplay between learners' abilities and the tools they use.=
 * =Traditional classroom __ [|materials] __ and __ [|media] __, like books and speech, come in "one size" for all, but they do not fit everyone. Inflexible __ [|media] __ actually create barriers to learning.=
 * =New classroom __ [|media] __, like digital text, sound, images, and the World Wide Web, can be adjusted for different individuals and can open doors to learning.=
 * 1) =Recognition=
 * 2) =Strategic=
 * 3) =Affective=


 * Chapter 4- pg. 69 (see Peggy's wiki)**

__UDL origins__
 * from architecture and handicap accessibility
 * creates accessibility for all
 * educational access to information not always access to learning
 * purpose for learning

__Principles-educators strive for three kinds of flexibility__
 * represent information in multiple formats and media
 * provide multiple pathways for students' action and expression
 * provide multiple ways to engage students' interest and motivation

__Implementation__
 * digital media can be transformed to individual learner needs
 * role of assistive technology moves from IEP driven to UDL curriculum driven

__Application__
 * determining the standard's true purpose
 * individualized instruction
 * ongoing assessment to support student progress


 * Chapter 6- pg.107 (see Chris P's wiki)**
 * Recognition Learning
 * Strategic Learning
 * Affective Learning


 * Chapter 7- pg.137 (see UDL Assessment wiki)**

Assessing Progress with individual differences in mind

__**<span style="color: #ff0059; font-family: Tahoma,Geneva,sans-serif;">Websites **__

wordle.com

code <a href="http://www.wordle.net/show/wrdl/3842427/Life" title="Wordle: Life"><img src="http://www.wordle.net/thumb/wrdl/3842427/Life" alt="Wordle: Life" style="padding:4px;border:1px solid #ddd"></a> code

jing.com

**__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 agree with this view when it pertains to written curriculum that has been mandated by the school system. Our county follows the MSC, Maryland State Curriculum, which requires certain standards to be taught, but allows the teacher to be creative in the way in which the standards are delivered. This creates more work for the teachers and inherently gives the opportunity to individualize instruction when the teacher seizes the opportunity to do so. Many teachers choose to take the easier "one size fits all" approach, that we know is an oxymoron. Basically, we know what will need to be covered at each grade level and assessed on the MSA, but the delivery of instruction is up to the teacher. This approach allows for teachers to collaborate with each other and with special educators to create UDL lessons. My view is that when curriculum, pacing guides, general educators, or administration mandates methods and curriculum, it is very disabling. There is evidence in many schools that will support that barriers exist to prevent optimal learning experiences for not only students on an IEP, but economically disadvantaged students, gifted students and general ed students that may have aptitudes that are not being pushed to achieve at higher levels. UDL lessons can provide discovery and learned outcomes to meet the needs of all learners while meeting curriculum guidelines. I think if UDL is to be implemented effectively we the assessments to be developed with UDL and offer multiple methods to assess learned outcomes. It would be nice to have technology that teachers could use to effectively monitor students' progress and generate data that can drive instruction throughout the year.

__**<span style="color: #ff0059; font-family: Tahoma,Geneva,sans-serif;">More Websites **__ prezi.com-new way to present information that is more dynamic than PowerPoint

voicethread.com-website to comment on images by recording comments or typing comments, may be good for peer editing of written work. http://voicethread.com/?#q.b908650.i4984573

= The UDL Framework = <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">"UDL curriculum is research based set of principles that includes goals, methods, materials, and assessments that provide ALL students with greater opportunities to learn."

InfoWhelm video-education needs to move away from memorization and regurgitation.

Slideshare.net you upload PowerPoint slideshows, but it is web-based so there are no memory or program barriers.

__**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? // The curriculum is set by the state and analyzing it for strengths and weaknesses does not translate to effective student learning. It is important to mold the delivery of the curriculum to meet the individual learner's strengths and weaknesses so that each student is challenged in areas that need to be challenged. When a student has an area of weakness, scaffolds, accommodations and multiple methods of delivering the curricula are the measure of student success. We as educators need to face the challenges matching student needs to curriculum requirements to elevate critical thinking skills that can be applied to future learning. If we focus only on curriculum, the student will feel frustrated and feel that they are bored. In the case of lower level students, they can develop negative feelings toward all learning and shut down. When this happens, we have failed as educators. Our constant challenge is to continually motivate students to learn at their individual need level while presenting the material in ways to engage and challenge all students to think.

__**<span style="color: #ff0059; font-family: Tahoma,Geneva,sans-serif;">More Websites **__ podcasting how to:

http://www.podbean.com/search?k=4b8f3fb4c37cb1220c1195e402b71c41&v=educationtechnology

Social bookmarking on the web

http://www.delicious.com/

=<span style="color: #007bff; font-family: 'Comic Sans MS',cursive;">Presentation of Lesson on Angles =


 * 1) Provide multiple means of representation
 * 2) Provide multiple means of action and expression
 * 3) Provide multiple means of engagement

<span style="color: #007bff; font-family: 'Comic Sans MS',cursive;">BrainPop

http://www.brainpop.com/math/geometryandmeasurement/angles/

Make foldable of supplementary, complementary, and vertical angles

Draw angles using Word

Assess with exit ticket-three ways
 * SR's
 * Draw figure and label
 * matching


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

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

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

=
1 BIG idea to implement “on Monday” ===== ||

5 new technologies to try

 * Choice #2: Reference Review = 84 Points total**


 * Part 1:** **// Select 6 Scholarly Sources //**// (journal articles, books, internet sources) //

// Then, summarize each source. For each summary, follow **Part 1** rubric below**:** //** Each summary is worth 6 points. Part 1 = 36 points **


 * 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. ||