Tamara


 * Hi there! I am a kindergarten teacher in QACPS. I've taught Kindergarten 7 years and enjoy all the singing and learning that goes with it. I have one more RTC class, after this one, to complete my Master's Degree - woohoo!! My family is my world! My husband and I moved down to MD from NJ almost 4 years ago. I have a son Ryland, who is 8 months old. He wants to walk so bad! Leaving him today was quite sad! He has curly hair and is full of personality! I'm looking forward to our upcoming family vacations.**

Kindergarten Prezi Presentation: []

Instructors: Pat Johnson and Heather O Connor Howdo we engage our 21st students? __UDLSimply:__ UDL can be done simply with or without technology. It a way to differentiate instruction for all students, but you do not need a computer to do it. UDL minimizes barriers and maximizes learning for students. Universal curriculum understood by everyone. If you design for those in the margins, it works better for all. (Ex: closedcaptions work good for the hearing Ask yourself what is thegoal? What do I want my students to knowand care about?    What are the barriers?
 * __Universal Design for Learning:Reaching All Learners in the Digital Age (UDL)__**
 * CAST** Center for Applied SpecialTechnologies
 * Wantedto design items for special ed students, but all students wanted to use also
 * Takeyour neediest students and provide a ramp for them but ideally offer it toall students
 * Teachto the masses (ex: cooperative learning opportunities)
 * Designlessons to keep students engaged
 * Students these days are used to computers, ipods, etc.
 * 1out of 4 students gets access to students each day (10 min turn)
 * Think about what these kids and their wants and needs most hooked on technology
 * Cellphones on low, lap tops for all
 * Technologyis not for everyone pick the tools that work
 * Alternating lines in different colors (Color code presentation)
 * Chunkby underlining
 * Size bigger is better for all
 * Printon the board
 * Choice, readiness level, interest level
 * **__Representation__** **show info in different ways**
 * **__Action and Expression__** **Models, feedback, and support**
 * **__Engagement__** **Choices, help risk a mistake, keep their interests**


 * __3 Principles ofUDL -__**Representations(what) Content-CurriculumExpression andActions (how) ProcessEngagement (why) LearningProfile, Readiness, Interest


 * Videos:** Escalator and HelpDesk: If you rely on things too long...

__ **Willing to be Disturbed (Article Summaries)** __

**Group 1 - (Mind Map)**
 * **Listening - What's new? Different? Move you closer to what you are looking for.**
 * **Beliefs - keep your own, but be curious of others**
 * **Change - Be willing to accept, esp as a teacher.**
 * **Needs -**

**Group 2 - (List)**
 * **Complexity - working together in new ways, think differently**
 * **Curiousity - being curious betters relationships**
 * **Confusion - change and creativity**

**Group 3 - (Tunnel Graphic)**
 * **Move from "one way" to "many ways"**
 * **steps to move that way: confused, listening, sharing, curious**
 * **these steps lead to solutions, learning, realizations, discovery**

Learning, living, and thinking through one perspective is too narrow to create change and solutions. Our minds are better together. We do not need to think the same. It is actually better to think differently. It broadens the possibilities to endless.

- [] It is a bit tricky finding activities that would work in my kindergarten classroom. I've found many neat websites that do apply. Ideally, I would like to look for some "Center" or "Work Station" activities that would reinforce or introduce important skills. Below are some interested sites, ideas, and topics.
 * __ National Center on UDL Examples & Resources __**


 * Signed Stories** - These stories are in CC, signed, read, and shows in illustrations. There is a british accent.


 * You've Got Braille** - Translate written text into braille. Would allow to communite in a different way and build understanding.


 * Teaching Word Meaning** - 1st grade videos
 * words with photos for meaning (ex: chuckle and complain)
 * T chart - examples when you would use this
 * 4 Square - define, draw, use in a sentence - write word
 * Make "juicy" words
 * Read - connections to text
 * Forum** - resolve problems peacefully
 * One student from each grade present (k-8)
 * States problem, all ask questions, what do you need?
 * Helps students meditate, learn to talk and listen

I am... Photos, flip videos, home-made cards, laughs, lots of playing, half-eaten baby crackers, pots & spoons on the floor, and cantaloupe martinis the park, scoop-de-ville, walks, library fun, s’mores around the fire Frances Howell, Composer Smetana, and a scandalous prince Ra-ra, "I am my own person," clean plate club Chicken Roll-ups, Mashed Potatoes, Frickadillon, Peachy Creamy Pie Hawaii, Italy, Bahamas, Outer Banks, Florida, David's Country Inn,Christiana, Boonton, Sparta, Canada A lake house with wrap around porch, holding hands together when still old and gray, lots of love with family, always sharing and learning together My son, my husband, all that we have worked for and made together, my education, independence, friendships, challenges, staying positive, and teaching – all the little and big celebrations every day I am happy and full of love!

The brain processes sound, printed text, and images in three newtworks that potential problems can occur for learners: __Printed text:__ Plus: accurate and exact records Negative: lacks expression, conventions of speech are difficult, linking symbols and expression, must read in order __Images:__ Plus: Image does not need to be looked at in an order Negative: trainging to interpret, cannot convey philosophy or abstract Seeing just the print or just the image - much of the meaning could be lost or misinterpretted. (Sound is limited- once its said its gone) Advantages to printed text: save, return to, edit Dis: expression, decoding
 * Teaching Every Student in the Digital Age :****__Jigsaw of Chapter 3, 4, 6, & 7__**
 * __﻿__**
 * Chapter 3: Why We Need Flexible Instructional Media---**
 * Recognition - speech, words, sounds
 * Strategic - plan what I need to say, and physically say it, listening
 * Affective - being interested, and engaged

__UDL origins__ __Principles-educators strive for three kinds of flexibility__ __Implementation__
 * Chapter 4: What is Universal Desgin for Learning?**
 * from architecture and handicap accessibility
 * creates accessibility for all
 * educational access to information not always access to learning
 * purpose for learning
 * represent information in multiple formats and media
 * provide multiple pathways for students' action and expression
 * provide multiple ways to engage students' interest and motivation
 * digital media can be transformed to individual learner needs
 * role of assistive technology moves from IEP driven to UDL curriculum driven**﻿**
 * Chapter 6: Using UDL to Support Every Student's Learning**
 * **Network-Appropriate**
 * Teaching Methods** ||
 * **To support diverse recognition networks:**
 * Provide multiple examples
 * Highlight critical features
 * Provide multiple media and formats
 * Support background context.
 * Support background context.


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

There are 4 Factors (or Barriers) to Accurate Assessment:
 * To support diverse:**
 * Offer choices of content and tools
 * Offer adjustable levels of challenge
 * Offer choices of rewards
 * Offer choices of learning context. ||
 * Chapter 7 - Using UDL to Accurately Assess Student Progress---**
 * Individual Learning Differences
 * Media Constraints
 * Lack of Appropriate Supports
 * Lack of Integration with Curriculum

One way to assess cannnot possibly show what every student knows. If you learn in many ways, you should assess in may ways. Formative assessment are more powerful and can be done by talking to the students or teacher observations. Embedded, flexible, and on-going assessments are crucial. // 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? //
 * __Reflection 1:__**

// In my experience as an early childhood educator, curriculum is not a barrier or disabling in the UDL design, theory, and application. Our curriculum, specifically in kindergarten, sets the guidelines on what needs to be taught and when, but does not set parameters on the “how” of teaching the curriculum. Each teacher plans and carries out the “how” based on the needs of the students and his or her own teaching personality, strengths, and interests. Designing the lesson and meeting the objectives can be done in the UDL fashion without altering the curriculum, as it is the best way to plan to meet the on-going and ever-changing needs of all the students as individuals. What may be more disabling and inflexible to UDL are the assessments that are not designed by the classroom teacher. Amazing UDL lessons and learning will not always match up to and be supported by county and state-regulated assessments. At times, as teachers, we can alter how the information for assessments is gathered but other times we cannot. Overall, good teaching will utilize the UDL design, but some assessments – that are out of the teacher’s hands - will counteract and not accurately display all the wonderful learning. // // More thoughts after our discussion... // // It is amazing how in a room full of teachers, who teach all different levels, that we agree on the barrier to UDL, which is assessments that are not made by the teachers. We, as professionals, know what is best for our students as they change, learn, and grow. Gaging their learning in one way is NOT the way to teach or assess. Assessments should be attacked, re-looked at, and re-designed. Thus, the focus on authentic UDL assessments is helpful to all ages, all grades, and all subjects. When will the “higher-ups” see that this is an important need to focus on? // __** UDL Curriculum **__ __**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? //
 * Goals - benchmarks or expectations for teaching and learning
 * make broad (ex: "write a paragraph" not: "write a paragraph in cursive")
 * Methods - specific instructional methods for the teacher
 * Materials - media and tools that are used for teaching and learning
 * Assessments - Reasons for and methods of measuring student progress

The benefits of analyzing the curriculum instead of the students are numerous. First, the curriculum is the map of what needs to be taught or "uncovered" during the time period. Having a strong curriculum is important in order to move on and have the skills necessary to be prepared for the next year. A strong curriculum minimizes any gaps in the learning. Curriculum is also consistent across the county and state, defining what each grade will learn. Therefore, the curriculum is tailored to meet the needs of the students through the representation, expression, and engagement as stated in the UDL therory. Curriculum should be added to, high-lighted, and explored as fit for the students each year, month, day, and subject matter.

Some more thoughts after the discussion... The curriculum is set from those above. Hence, the curriculum is not what is analyzed, but the curriculum delivery. In addition, it is hard to find or participate in meaningful data analysis during school PD when the assessments are not meaningful and developed by the teachers who are teaching. Meaningless data analysis is a waste of time.

__Podcasts -__ Keeping Students Engaged: Others:
 * Using songs and analogies in under grad to teach Chemistry - the students and professor sing songs with academic information together
 * Parent Talk Radio, Teacher Connecting (Teachers reading educational materials in a "book club" fashion), comdey, etc.

__//Delicious.com -//__ //teachertube.com//
 * //live report of "The Tortoise and the Hare" by students﻿//

5 new technologies to try -

 * ===== teachertube.com =====
 * skype (with family, friends, and class-to-class)
 * podcasts (on roadtrips, vacations, end-of-the-day for students, "down-time" with students)
 * voicethread (for star of the week)
 * google docs (for grade-level newsletters)

4 ideas to share with others 3 principles of Universal Design for Learning:
 * //xtranormal (for lesson intros and reviews)//
 * //jing.com (for copy and pasting items)//
 * //skype.com (for family and friends)//
 * //prezi.com (for presentations)//
 * representation
 * expression
 * engagement

2 Changes in your teaching to reach all learning in the Digital Age:
 * Evoke interest with technology with students
 * Using accomodations﻿ for all students (good teaching for all)

1 BIG idea to implement “on Monday”:
 * I want to vary the technology we use in the classroom. Switch starfall.com to other programs to increase interest. For example: use technology, like teachertube.com, to retell and show stories in a new light.

__Culminating Project - Last Day:__

PowerPoint, Xtranormal, VoiceThread Tamara.Adrienne.lisa.pptx For last day project. include Xtranormal A trip to the Louvre and VoiceThread [] []


 * Choice #8: Instructional Design**: = **40 Points**
 * Choice #8: Instructional Design**: = **40 Points**


 * __Possible Idea__:** Interview a student (s) in the Net Generation (ages 14 – 34) and ask several questions related to living and learning in t this time period.
 * OR**
 * __Possible Topic__**: Compare and Contrast your teaching before this class and how this class changed your teaching philosophy and/or validated what you already do.
 * **Paper’s Criteria** || 4  ||  3.4  ||  3.0  ||  2.6  ||
 * ** 1. Page Length ** || 5 – 6 Pages || No points || No points || at least 4 pages ||
 * ** 2. Resources ** || 2 Resources || No Points || No points || at least 2 resources ||
 * ** 3. Introduction Paragraph ** || Excellent Hook & topic sentence. || Good Hook & topic sentence. || Fair Hook & topic sentence. || A topic sentence. ||
 * ** 4. Body Paragraphs ** || Topic Sentence & outstanding supporting points || Topic sentence & good supporting points || Topic sentence & fair supporting points || Topic Sentence ||
 * ** 5. 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. ||
 * ** 6. Conclusion Paragraph ** || Excellent Hook & restatement of topic sentence. || Good Hook & restatement of topic sentence. || Fair hook & restatement of topic sentence. || Weak Conclusion ||
 * ** 7. 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. ||
 * ** 8. Citations embedded within the paper ** || Has at least 2 – 3 citations documented within the paper || No points || No points || Has at least 3 citations . ||
 * ** 9. APA Style for citations ** || Follows APA Guidelines with no errors || Follows APA Guidelines with few errors || Follows APA Guidelines with several errors || No Points ||
 * ** 10. Reference Page ** || Follows APA Guidelines with no errors || Follows APA Guidelines with few errors || No Points || Follows APA Guidelines with several errors ||

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