This week I researched the concept Universal Design for Learning (UDL). It is a framework of principles and guidelines that help create curricula that gives all individuals equal opportunities to learn. UDL breaks down the brain's framework into three primary networks: Recognition, Strategic and Affective thus creating the three main principles: Representation, Action & Expression, and Engagement. Throughout my research, I was able to discover that UDL is fairly similar to Marzano's Nine Essential Strategies and Learning Theories.
As I created the following matrix, it is easy to see how many concepts, classroom practices are similar for all three pedagogy strands:
Pedagogy Strands
In the matrix, I was able to visualize how Marzano's Nine, Learning Theories and UDL all use the same type of classroom practices to meet the needs of each individual student. However, UDL does seem to have more assistive technologies for students with special needs. By creating things such as AIM explorer, mouse camera, or digital dictation devices like those shown in the UDL resources and examples, it is evident that UDL does make sure to include more assistance to students with special needs. However, all three pedagogy strands take into account ALL students' individual needs.
When comparing and contrasting the Learning Theories: Behaviorism, Cognitivism, & Constructivism to UDL, all three learning theories seem to be interrelated with UDL principles and guidelines. Behaviorism seems to be linked to Representation; Cognitivism is interconnected to Actions & Expression, and Constructivism is interrelated to Engagement. As proof of this connection, Behaviorism and Representation both take into account ideas of direct instruction and classroom practices that assist with direct instruction such as Venn Diagrams and Color Contrast. Cognitivism and Action & Expression show similar connections by examining the strategic network by bringing in problem-based learning. Finally, Constructivism and Engagement are definitely interconnected with motivation and cooperative learning. (Please see the matrix above for further visualization).
Along with the three learning theories, UDL is also interconnected with Marzano's Nine Essential Strategies. Some examples of this include:
Representation - Identifying Similarities/Differences (Venn Diagrams)
Action & Expression - Summarizing & Notetaking (IVF statements)
Engagement -Setting Objectives & Providing Feedback (Rubrics/Reflection sheets)
There are many more examples listed in the matrix in the Pedagogy Strands link that is listed above.
When looking at this matrix at a whole, I personally think that Marzano's Nine is the easiest pedagogy to implement into my designed curricula because of the break down of the nine essential strategies. It is easy for me to take an entire unit and design different activities to meet each essential strategy. However, after researching the Universal Design for Learning this week, I now know that it can be just as easy to use when creating curriculum. As I investigated the UDL, it was fairly easy for me to come up with ideas for units and lesson plans by using some of the examples and resources listed in the UDL principles and guidelines. I encourage other educators to do the same.
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Quick Think - Standards and 21st Century Skills
As I finish this week's goal on examining standards and 21st century skills, a few things come to mind. One, there are multiple organizations that discuss standards and 21st century skills; however each organizations has the same concept! Despite a few differences in terminology, all the concepts are interconnected. This is definitely proved when the Colorado Department of Education decided to use the same national standards that ISTE created. I also like the idea that ISTE's NETS are designed for students as well as for teachers. Through this research, I definitely gained some knowledge and framework to use as I create curricula for my own classroom.
NETS' teacher standard that discussed: "Engage in Professional Growth & Leadership" really hit a home cord with me. As I transition from being a "younger" teacher to a more "experienced" teacher, I've noticed that I've become lazy in lesson planning. It is easy to use the same lesson plans that I created in previous years, but I shouldn't do this as much as I have in the past. As the digital era becomes fully included into the education world, it is my responsibility to stay current in my lesson plans. So, creating lessons to include more technology such as blogs and iPad apps will help with this. As I discover these new concepts, it is also vital for me to share this information with my colleagues. This way all students are able to receive an effective learning experience!
Along with the technology standards, the 21st century skills are just as important. During my research, I was able to visualize the interconnection between the two. For example, 21st Century Skills uses the term: Inventive Thinking, while the NETS' standards uses the term: Creativity and Innovation. Both concepts mean the same thing! Being a science teacher, I have the opportunity to be creative in my lesson plans on a daily basis. The key to learning science is inquiry!
Now, that I've become knowledgeable of standards and 21st century sills and their interconnections, I can teach this to other educators.
Matrix to Standards & 21st Century Skills
Resources:
NETS' teacher standard that discussed: "Engage in Professional Growth & Leadership" really hit a home cord with me. As I transition from being a "younger" teacher to a more "experienced" teacher, I've noticed that I've become lazy in lesson planning. It is easy to use the same lesson plans that I created in previous years, but I shouldn't do this as much as I have in the past. As the digital era becomes fully included into the education world, it is my responsibility to stay current in my lesson plans. So, creating lessons to include more technology such as blogs and iPad apps will help with this. As I discover these new concepts, it is also vital for me to share this information with my colleagues. This way all students are able to receive an effective learning experience!
Along with the technology standards, the 21st century skills are just as important. During my research, I was able to visualize the interconnection between the two. For example, 21st Century Skills uses the term: Inventive Thinking, while the NETS' standards uses the term: Creativity and Innovation. Both concepts mean the same thing! Being a science teacher, I have the opportunity to be creative in my lesson plans on a daily basis. The key to learning science is inquiry!
Now, that I've become knowledgeable of standards and 21st century sills and their interconnections, I can teach this to other educators.
Matrix to Standards & 21st Century Skills
Resources:
21st Century Skills. Colorado Department of Education. (n.d.) Retrieved from http://www.cde.state.co.us/cdelib/LibraryDevelopment/SchoolLibraries/downloads/pdf/21stCenturySkillsSymposiumFlyer.pdf
Aect advanced standards. (n.d.). Retrieved from http://www.aect.org/standards/advstand.html
Aect initial standards. (n.d.). Retrieved from http://www.aect.org/standards/initstand.html
Colorado department of education. (n.d.). Retrieved from http://www.cde.state.co.us/cdeassess/UAS/CoAcademicStandards.html
Education technology and information literacy. (n.d.). Retrieved from http://www.cde.state.co.us/edtech/plng-etil.htm
Kelley, A. (2011, March 23). Involve, prepare, apply, and develop: ipads in the classroom . Retrieved from http://www.techlearning.com/article/involve-prepare-apply-and-develop-ipads-in-the-classroom/47763
Lawson, E. (2011, March 28). ipads, ipod touches, and iphones as assistive technology in education. Retrieved from http://www.techlearning.com/article/ipads-ipod-touches-and-iphones-as-assistive-technology-in-education/47768
NETS ISTE Standards for students. (2007). Retrieved from http://www.iste.org/standards/nets-for-students.aspx
NETS ISTE Standards for teachers. (2008). Retrieved from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Stem education coalition. (2011, September 6). Retrieved from http://www.stemedcoalition.org/wp-content/uploads/2011/09/STEM-Ed-Coalition-One-Pager-9-6-11.pdf
The three principles of uld . (n.d.). Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles
Udl guidelines - version 2.0: Examples and resources. (n.d.). Retrieved from http://www.udlcenter.org/implementation/examples
Sunday, November 27, 2011
Presenting Standards in Schools
When it comes to communication at schools, sometimes it is done efficiently; however, most of the time, it is not. At the middle school I teach at, we are all strong users of our email. There are days that I receive over 50 emails and most it is useless information!! Because of the use of email, I have a tendency to skim through them so quickly. By breezing through these emails so quickly, I can sometimes miss great information such as new literacy strategies from our school's literacy coach!
Now, email is not the only way to receive new information. There are multiple scheduled meetings and professional development days to fill any free time. The middle school that I teach at requires us to have a PLC (Professional Learning Committee) each week with our content grade level colleagues, weekly team meetings, weekly meetings with the whole team and administration, , monthly department meetings (which I run for the science department), monthly grade level meetings, monthly staff meetings, and 4 required professional development days. Usually, this is the time we are represented with new instructional strategies and 21st century skills.
Along with the meetings, it is the job of team leaders and department chairs to deliver information to the designated staff. For example, it was my responsibility to let all science teachers know about the revised Colorado State Science Standards and provide them with a copy. Then the entire science department went through the standards to create vertical alignment and each grade level is currently working on horizontal alignment as well.
Since I'm a firm believer on using time as efficiently as possible, I chose a couple of options to present new information to my science department. By providing copies of the standards to each of the teacher and sending an email allowed us to save time when it came to meeting as a department. When we did meet, we were able to discuss the standards in detail, ways we planned to align our curricula with the new revisions and vertically align among grades 6-8.
As a presenter, it is important to get all the information to the staff members, but also realize that their time is precious. I think it is great to give them the information before a meeting, them come together as a group to discuss strategies and 21st century skills. I also like to provide examples to teachers as well. Just like we need to model for our students, it is important to model for teachers as well. So, when presenting new information, standards, or 21st century skills, I provide examples of how I would use it with my students or even go through a quick lesson plan. In my experience, I've found teachers really enjoy it when there is active participation...just like our students! I know when I'm successful in presenting information when other staff members have told me how they are using it in their own classrooms.
This January, as part of our required Professional Development days, I will be working with science teachers and vertical articulation. This is an idea of how to bring in technology standards and 21st Century Skills during these professional development days:
Introduction to Technology Standards and 21st Century Skills for Educators
Now, email is not the only way to receive new information. There are multiple scheduled meetings and professional development days to fill any free time. The middle school that I teach at requires us to have a PLC (Professional Learning Committee) each week with our content grade level colleagues, weekly team meetings, weekly meetings with the whole team and administration, , monthly department meetings (which I run for the science department), monthly grade level meetings, monthly staff meetings, and 4 required professional development days. Usually, this is the time we are represented with new instructional strategies and 21st century skills.
Along with the meetings, it is the job of team leaders and department chairs to deliver information to the designated staff. For example, it was my responsibility to let all science teachers know about the revised Colorado State Science Standards and provide them with a copy. Then the entire science department went through the standards to create vertical alignment and each grade level is currently working on horizontal alignment as well.
Since I'm a firm believer on using time as efficiently as possible, I chose a couple of options to present new information to my science department. By providing copies of the standards to each of the teacher and sending an email allowed us to save time when it came to meeting as a department. When we did meet, we were able to discuss the standards in detail, ways we planned to align our curricula with the new revisions and vertically align among grades 6-8.
As a presenter, it is important to get all the information to the staff members, but also realize that their time is precious. I think it is great to give them the information before a meeting, them come together as a group to discuss strategies and 21st century skills. I also like to provide examples to teachers as well. Just like we need to model for our students, it is important to model for teachers as well. So, when presenting new information, standards, or 21st century skills, I provide examples of how I would use it with my students or even go through a quick lesson plan. In my experience, I've found teachers really enjoy it when there is active participation...just like our students! I know when I'm successful in presenting information when other staff members have told me how they are using it in their own classrooms.
This January, as part of our required Professional Development days, I will be working with science teachers and vertical articulation. This is an idea of how to bring in technology standards and 21st Century Skills during these professional development days:
Introduction to Technology Standards and 21st Century Skills for Educators
Standards...Are they important?
Greetings!
In education, there is one question that always seems to come up: "Is the standards really important?" My college professors, colleagues, and administration reinforces the idea of standards being essential when it comes to lesson planning because it makes sure every student is getting the necessary information. Being an educator in Colorado, the Colorado State Standards are constantly on my mind! It has been drilled into our heads that they are vital to use during lesson planning and teaching our students. So, I've become quite knowledgeable about the Colorado Science Standards. However, since I've gone back to school to study instructional technology, I took this week to research Information Literacy and Technology Standards.
I looked at the International Society for Technology in Education (ISTE), the Association for Educational Communications and Technology, The American Association of School Librarians, the Colorado Department of Education, and 21st Century Skills by NCREL. Each organization had their own set of standards; however, ironically, it was all the same! Some organizations websites were a little easier to navigate and find the necessary information fairly quickly, but once I found the standards, I realized it was all the same.
The most surprising discovery was the Colorado Department of Education uses the National Standards created by ISTE. The Colorado Department of Education (CDE) has always had its own set of standards for Colorado students. However, the CDE has deemed the ISTE's national standards to be acceptable for Colorado as well. This definitely made me feel like Colorado is becoming more in sync with other states and organizations. Of course, I have appreciate the high expectations Colorado State Standards requires of our students, but using the national standards proves that the nation also has high expectations with information literacy and technology.
By creating my matrix of information (using webspirationpro), I found that I kept writing the same words such as: Collaboration, Critical Thinking, Digital Responsibility, Innovation, and many others. With this type of visual, I was able to see how twenty-first century skills are interrelated to Information Literacy and Technology Standards. Another realization was that these skills and standards just describe good teaching!
As an educator, I, personally, believe it is important to make your classroom as creative and innovative as possible. It is my job to keep my teaching current and relevant, especially in this new digital era. When I was in middle school, there were overheads and powerpoints, but nothing compared to iPads! I've noticed that many educators are "afraid" of the new technologies; however, they don't realize that it is created to help them! During my research, I found iPad apps that can be used in my class; however there is so much more than just iPads and iPod touches. I also came across many different websites that offered free teacher tools. The key is for teachers to stay educated on the newest technologies, so they may be able to meet all their students' needs.
As a way to share my knowledge, I plan to use my matrix when teaching at professional development classes. As part of my position of science co-department chair, it has been one of my duties to create classes that teachers need to take as part of their professional development. So, when I'm asked during my classes: "Are Standards important?" I can say YES!
In education, there is one question that always seems to come up: "Is the standards really important?" My college professors, colleagues, and administration reinforces the idea of standards being essential when it comes to lesson planning because it makes sure every student is getting the necessary information. Being an educator in Colorado, the Colorado State Standards are constantly on my mind! It has been drilled into our heads that they are vital to use during lesson planning and teaching our students. So, I've become quite knowledgeable about the Colorado Science Standards. However, since I've gone back to school to study instructional technology, I took this week to research Information Literacy and Technology Standards.
I looked at the International Society for Technology in Education (ISTE), the Association for Educational Communications and Technology, The American Association of School Librarians, the Colorado Department of Education, and 21st Century Skills by NCREL. Each organization had their own set of standards; however, ironically, it was all the same! Some organizations websites were a little easier to navigate and find the necessary information fairly quickly, but once I found the standards, I realized it was all the same.
The most surprising discovery was the Colorado Department of Education uses the National Standards created by ISTE. The Colorado Department of Education (CDE) has always had its own set of standards for Colorado students. However, the CDE has deemed the ISTE's national standards to be acceptable for Colorado as well. This definitely made me feel like Colorado is becoming more in sync with other states and organizations. Of course, I have appreciate the high expectations Colorado State Standards requires of our students, but using the national standards proves that the nation also has high expectations with information literacy and technology.
By creating my matrix of information (using webspirationpro), I found that I kept writing the same words such as: Collaboration, Critical Thinking, Digital Responsibility, Innovation, and many others. With this type of visual, I was able to see how twenty-first century skills are interrelated to Information Literacy and Technology Standards. Another realization was that these skills and standards just describe good teaching!
As an educator, I, personally, believe it is important to make your classroom as creative and innovative as possible. It is my job to keep my teaching current and relevant, especially in this new digital era. When I was in middle school, there were overheads and powerpoints, but nothing compared to iPads! I've noticed that many educators are "afraid" of the new technologies; however, they don't realize that it is created to help them! During my research, I found iPad apps that can be used in my class; however there is so much more than just iPads and iPod touches. I also came across many different websites that offered free teacher tools. The key is for teachers to stay educated on the newest technologies, so they may be able to meet all their students' needs.
As a way to share my knowledge, I plan to use my matrix when teaching at professional development classes. As part of my position of science co-department chair, it has been one of my duties to create classes that teachers need to take as part of their professional development. So, when I'm asked during my classes: "Are Standards important?" I can say YES!
Thursday, November 17, 2011
How do People Learn?
Since I spent this week looking into the learning theories: Behaviorism, Cognitivism, and Constructivism, I took the opportunity to really examine adolescents and the way they learn.
I've decided that people learn best when they can apply the information to themselves. This week, I watched as middle school students explored grasshoppers through a hands on dissection and another class watch a movie about periodic elements. The class that was conducting the grasshopper dissections was completely engaged in the assignment. However, the class watching the movie on periodic elements was falling asleep!!! What's wrong with this picture?
I think the problem is in the methods of teaching. The teacher that was conducting the grasshopper dissection (whom happened to be my student teacher) was proving the students with a hands-on experience that is applied to a real-life organisms that students see on a regular basis. The dissection provided information through scientific inquiry. The 8th grade science class that I observed was being provided with a visual of elements, however, the students had no personal connection to the material. Because of this lack of connection, there was no interest, and studentes were falling asleep!!
When it coms to my teaching style, I definitely keep in mind "theories of learning." Throughout my research this week on Behaviorsim, Cognitivisim, and Constructivism, I realized that I take a lot of these components into my own lesson planning. I believe that is important to keep topics current and relevant. By doing this, the students are much more interested and engaged. To my advantage, I get to teach an interesting topic, biology. Because of this, many of my students are able to relate the material to themselves. Since adolescents are considered egocentric (caring about subjects/topics/things that affect them personally), they only seem interested in school topics that affect them!
As a great guideline, Marzano's Nine Essential Strategies is a way to incorporate current and relevant teaching styles.Within all three learning theories, each of these strategies can easily be applied. For further detail:
Learning Theories: Jigsaw to Matrix
Thinking back to Week One of my EDTC 600 class, I was asked my definition to Instructional Technology. My definition was as stated:
Instructional Technology is scientific theory to keep objectives current and relevant. It is used by myself, the educator, to facilitate cooperative learning among my students and use 21st century skills.
I still believe this! To expand, I now believe, that I'm a firm believer in the learning theory constructivism as well!!
During my classroom observations, I noticed the use of scientific inquiry (constructivism), positive behavior support (behaviorism), and hands on activity with a grasshopper dissection (cognitivism). Like I mentioned in my definition of instructional technology, it isn't just about use of technology (computers), but it involves cooperative learning as well. During my observations, I was able to see this in one class, but the need of improvement in another science class. Since I do have a student teacher this year, I'm getting the opportunity to work with science teachers and how they can take the standards and ideas and incorporate them into 21st century lesson plans!! If I get the opportunity to work with this teacher, I plan to help this person create some hands on labs to show periodic elements. A great example of this may be: A lab using idodine and sulfer to pull fingerprints for desktops!!
I've decided that people learn best when they can apply the information to themselves. This week, I watched as middle school students explored grasshoppers through a hands on dissection and another class watch a movie about periodic elements. The class that was conducting the grasshopper dissections was completely engaged in the assignment. However, the class watching the movie on periodic elements was falling asleep!!! What's wrong with this picture?
I think the problem is in the methods of teaching. The teacher that was conducting the grasshopper dissection (whom happened to be my student teacher) was proving the students with a hands-on experience that is applied to a real-life organisms that students see on a regular basis. The dissection provided information through scientific inquiry. The 8th grade science class that I observed was being provided with a visual of elements, however, the students had no personal connection to the material. Because of this lack of connection, there was no interest, and studentes were falling asleep!!
When it coms to my teaching style, I definitely keep in mind "theories of learning." Throughout my research this week on Behaviorsim, Cognitivisim, and Constructivism, I realized that I take a lot of these components into my own lesson planning. I believe that is important to keep topics current and relevant. By doing this, the students are much more interested and engaged. To my advantage, I get to teach an interesting topic, biology. Because of this, many of my students are able to relate the material to themselves. Since adolescents are considered egocentric (caring about subjects/topics/things that affect them personally), they only seem interested in school topics that affect them!
As a great guideline, Marzano's Nine Essential Strategies is a way to incorporate current and relevant teaching styles.Within all three learning theories, each of these strategies can easily be applied. For further detail:
Learning Theories: Jigsaw to Matrix
Thinking back to Week One of my EDTC 600 class, I was asked my definition to Instructional Technology. My definition was as stated:
Instructional Technology is scientific theory to keep objectives current and relevant. It is used by myself, the educator, to facilitate cooperative learning among my students and use 21st century skills.
I still believe this! To expand, I now believe, that I'm a firm believer in the learning theory constructivism as well!!
During my classroom observations, I noticed the use of scientific inquiry (constructivism), positive behavior support (behaviorism), and hands on activity with a grasshopper dissection (cognitivism). Like I mentioned in my definition of instructional technology, it isn't just about use of technology (computers), but it involves cooperative learning as well. During my observations, I was able to see this in one class, but the need of improvement in another science class. Since I do have a student teacher this year, I'm getting the opportunity to work with science teachers and how they can take the standards and ideas and incorporate them into 21st century lesson plans!! If I get the opportunity to work with this teacher, I plan to help this person create some hands on labs to show periodic elements. A great example of this may be: A lab using idodine and sulfer to pull fingerprints for desktops!!
The Learning Theory: Behaviorism
This week, I took the opportunity to research the three types of learning theories: Behaviorism, Cognitivism, Constructivism. Although I believe all three are equally important, I chose to examine Behaviorism. Since I became an educator, I have had the chance to evaluate cognitivism and constructivism through professional development and continuing education. So, I asked myself, does behaviorism really play as important of a role in learning as the other two theories. To answer this question, I took that time to really reseach behaviorism.
To summarize, behaviorism analyzes behavior and role it plays in the classroom environments. It is broken down into two concepts: Classical Conditioning and Operant Conditioning. As I discovered, both of these types of conditioning are vital to creating a classroom designed for learning. So, yes, Behaviorism is just as important as Cognitivism and Constructivism in education!
As a way to visualize, here is what I discovered:
Concept Web: Behaviorism
Jigsaw to Matrix
For further detail: Paper: Learning Theory: Behaviorism
To summarize, behaviorism analyzes behavior and role it plays in the classroom environments. It is broken down into two concepts: Classical Conditioning and Operant Conditioning. As I discovered, both of these types of conditioning are vital to creating a classroom designed for learning. So, yes, Behaviorism is just as important as Cognitivism and Constructivism in education!
As a way to visualize, here is what I discovered:
Concept Web: Behaviorism
Jigsaw to Matrix
For further detail: Paper: Learning Theory: Behaviorism
Friday, November 11, 2011
Technology Available for Instruction
Through my research, I've discovered some new technology resources. Click on the link and discover some things that may be useful for you!
Technology Available for Instruction
Hopefully these are just as useful to you as they have been to me!
Technology Available for Instruction
Hopefully these are just as useful to you as they have been to me!
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