6714 Reflection (week 8)

As the class has come to an end, I have to say that I learned a myriad amount of information of software on the web as well as differentiating instructions and universal design learning.

The resources that group 1 has listed, I have them bookmarked in my delicious, tagged and labeled. This class was a great resource in itself since we hold in our hand a textbook filled with resources and strategies, and amongst other tools. Having these tools and resources, I now come to realize that technology allows us to differentiate our different types of assessments, from formative to informal. Not only will technology assesses our students, but helps the timing for grading and collecting information in a single click. Also, this will give us more time to address our students' needs. I have enjoyed having WebCCat and TMDS & TSDS for assessing students to see where they are in my subject and what grade level they are. This type of technology would help differentiate the assessments to help our students move up in their learning. It seems to me, that every software found on the internet, has the ability to give teachers what level they would like to assess, or even advanced to where we can send students specific level questions.

While using Ning during this course, I have made aware what the numerous possibilities of its implementation in the classroom. To begin with, this social network connects the students to each other, the outer world, and to me, the teacher (Laureate Education, Inc 2009). It encourages collaboration amongst each other, exercise social skills, as well as using technology to express their selves and their learning. Because Ning allows images, videos and multimedia, this is a perfect way to differentiate the expression of the students’ knowledge. Not only this, but it helps differentiate the teaching aspect as well. The teacher is able to use this to give specific assignments to certain groups, monitor students as well as having the ability to differentiate students’ lessons in an easier, more subtle manner. For example, I can group students who are visual learners, and provide them graphic organizers or an outline of what they will be learning, or perhaps a video for them to watch to satisfy their visual or audio needs. This social network breaks down the barriers of language since students have more time to reflect on what they read, and use a translator to convert their writings to another language so the recipient can better understand the conversation. “…ELL students, including poor skills in reading, writing, and math. It may also impair the student’s ability to develop and maintain social relationships” (Bray, Brown, Green, 2005, p. 20). “Technology can be an effective tool to help ELL students work on their verbal interactions, vocabulary development, and reading skills (p. 21). Also, on each student’s page, I can recommend them resources on that are catered to their needs. For example, a student who has a language barrier, I can post a link for translation. For a student who needs help with basic mathematics, I can post a link on their wall for tutorials or fun videos to help them learn the basic arithmetic. This social site is full of useful ways on getting to know each student and differentiate their learning.

As for the universal design learning aspect of the social network of ning, I feel that students are engaged because of the everyday use of technology. Also, they have access to many other people around the world. Students are constantly typing that helps the tactual learner to learn, while the monitor displays images for the visual and words on the screen or audio for the verbal learner. Social Networks provided all of this and the students the ability to post their hard work and get feedback from their peers, amongst other people as well.

After completing this class, I can see what I can do to improve my teaching methods within the classroom. Because mathematics is such a procedural subject, it can be difficult in changing the teaching method all at once. I believe that I should allow more group work in the classroom where students are able to work on their own pace. This is the beginning of the becoming comfortable with a differentiated classroom. Flexibility is the key to differentiation (Laureate Education, Inc, 2009). “The work of Rita Dunn and Kenneth Dunn over an extended period, as well as an extensive study on the Dunn and Dunn studies by M.H. Sullivan, find both attitude and achievement gains when teachers address students' learning styles through flexible teaching” (Tomlinson, 2009, p2). Once I am able to become comfortable of a room then differentiating instructions will not be so difficult, since I will be the facilitator going around monitoring students’ progress. This is an informal type of assessment. As for other assessments, I would like to create alternate ways to assess my students other then multiple choice, fill in the blank, and short essays. If I am able to give alternate ways for my students to demonstrate their learning, at least two, then I am allowing students to be their selves and become involved with their learning. This has to do with the multiple intelligences. As a teacher, I need to be able to give students the opportunity to tap into their multiple intelligences, using their strongest one to demonstrate their learning (Laureate Education, Inc., 2009). “For some teachers, beginning to address student needs through a learning profile may be a comfortable beginning point “ (Tomlinson, 2009, p 3). Another major change I would like to do is to provide students with information in different ways, not just writing on the white board. I need to be able to tap into their learning styles so I can maximize their learning. In order to do that, I need to make the lessons more universal so that everyone’s needs are satisfied, such as the auditory, visual and tactual learners. To become a teacher that engages students, I need to use a survey, such as a survey monkey, to gain insight on my students’ interest. Being proficient in just a few of these changes will make a whole world of difference in my teaching, making it more engaging and stimulating the students’ three brain networks, the representation, expression, and affective network (Center of Applied Technologies, 2009. p 1).

All in all, this class has opened my eyes to many ideas, and resources, tools and strategies, and I am grateful for a wonderful group that I was able to collaborate with. Also, the use of Ning.com allowed me to play with it while receiving help from my group members, and I hope to be able to use this software with my students someday. As this class has come to an end, I must admit that I have learned so much information that I am surprised as to how much technology software, free for that matter, is located right under our fingertips. I now reflect back on my teaching and can understand why my students were not willing to learn. After playing with some software, I feel more confident in teaching mathematics for students. I now understand that it is important that students are able to use technology when they leave the high school premises and be able to become successful in real life and their future careers.

Resources:

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.cast.org/publications/UDLguidelines/version1.html

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, C. (2009). Learning profiles and achievement. School Administrator. 66(2), 28–33. Retrieved from Education Research Complete database.