Week 5

In the final week of class we had several presentations of how education can be revolutionized by video games.  I especially found this amusing since I grew up with people saying how video games hurt your brain.  Today, I have watched my own son and daughter gain great confidence through the use of video games.  The instant feedback with video games is something that has not been matched with any other medium to date.   I found it reassuring to my own personal observations.  I think the intent was not to get students to play video games but to show educators that you can implement other methods that stimulate students, which may give better results.  Video games are just a perfect medium for this type of learning.

 
I liked the video “Vision for technology in K-12 Education”. To me this presented me with a lot  of technology in today’s schools. Students and parents had great communication with teachers and were aware of things happening in classes. Students were also presented with extra material to get them excited about activities such as field trips. I felt that last week’s example of project based learning in schools was in most cases very hard to implement. I feel that this week’s example is not a far stretch for most school districts today.

Week 4

In week four of my masters’ class we focused on student centered types of learning.  I really enjoyed the video on project based learning.  One of the things I realized after I finished college was that I had no experience using the knowledge I had just spent years acquiring.  I hadn’t even done an internship in my field. When I saw the students working on the project, I thought they really had a leg up on the competition.  One of the things we as educators need to remember is that we need to prepare our students to be successful  and thrive in the real world after they graduate.

We also learned about student assessments.  Project based learning assessments are very different from the standard paper tests we take now.  They can be in oral presentation of what you learned, or a finished project of what you created.  I think this is a great way to measure a students’ knowledge.  I think this is especially significant to students that really have testing difficulties.

UDL Book Builder URL

http://bookbuilder.cast.org/view.php?op=share&book=843e063a6327a84171b3513d1aff6b69&sid=9549

UDL Lesson and Reflection

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CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Influential People of the Renaissance
Author:	Donald Trcka
Subject:	History
Grade Level(s):	9-12
Duration:	4 Days
Subject Area:	The Renaissance
Unit Description:	Pamphlet of the influential people of the renaissance
Lesson Description for Day:	Students will create a pamphlet of four influential people of the renaissance period
State Standards:	1.Knows significant individuals that emerged during the Renaissance 2.Knows significant individuals that emerged during the Reformation 3.Knows significant ideologies that emerged during the Renaissance 4.Knows significant ideologies that emerged during the Reformation 5.Knows the basic arguments in The Prince by Machiavelli 6.Knows works of Renaissance writers and elements of Humanism in these works 7.Knows individuals and factors that contributed to the revival of Greco Roman art, architecture, and scholarship 8.Knows differing ideas on women’s roles in the Protestant household 9.Understands social oppression and conflict in Europe during the Renaissance, as contrasted with humanist principles of the time

Goals

Unit Goals:

This is a cross curricular activity to incorporate the renaissance scientist with the relationship and impact they have on science and medical fields today.

Lesson Goals:

Each student is to create a pamphlet of the renaissance period. They will include a map of where the Renaissance happened, they will look up 4 different influential people of the renaissance period. They will give a picture of each person with a brief biography and a description as to the invention or method they came up with that helps us better understand the world of today along with another picture. This must all be put into a foldable that will be printed out in class or the library.

Methods

Anticipatory Set:	You Tube Video Influential People of the Renaissance http://www.youtube.com/watch?v=ufIg2miqLjs
Introduce and Model New Knowledge:	Using a smartboard students will create a KWL to discuss what they know about the people of the renaissance period.
Provide Guided Practice:	Students follow step by step instructions using the rubric.  Teacher will show examples of the pamphlet on the smartboard.
Provide Independent Practice:	Students write a reflection on the four influential people of the renaissance period they researched.

Assessment

Formative/Ongoing Assessment:	Teacher will walk around and monitor the students progress.
Summative/End Of Lesson Assessment:	Rubric Feedback from the students and students’ end product Class critique and feedback also from the wiki posts or blog post Perhaps have the students create a brief podcast to attach to their projects that describes what they have learned.

Materials

Computers for researching and creating a pamphlet.

Computer, assistive listening device, Speech to text software

Microphone, Headphone

Internet, wiki, YouTube

Projector

An inclusion teacher and interpreter will assist students.  They will also decide which product to use for their research (note cards, Cornell notes, or graphic organizer). He will also prompt students to establish pacing goals or check points for research, and monitor student progress.

UDL Lesson Builder was quite a learning experience. It reminded me of the first time I learned how to create a Madeline Hunter Lesson plan in undergrad. It is truly a reflective way to write a plan. Using the UDL lesson format forces the teacher to create and implement a lesson plan with goals, methods, materials and assessments that support learning for all students. Utilizing the UDL website allows the teacher to be guided through the lesson plan process. It also guides the teacher to remember and recognize that every learner is unique and processes information differently. Using the website guides you to including activities for all frameworks (Recognition, Strategic, and Affective. I feel it was very beneficial to keep you in a technology/ diverse frame of mind. As a teacher of 13 years it is so easy to just use the plan I used last year. Using the UDL really made me think of how to incorporate technology to meet the needs of my diverse learners

Week 3

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This week in EDLD 5346 we were given some great examples of students who are leading the way in a new era.  Cameron was an amazing 11 year old.  I really enjoyed seeing his story.  Although I do not think he is an average student I do think that some of the things he is doing, such as video projects, can be very for other students.  The video was a great way to show educators what students are capable of.  Luis was also a great example but the thinks that Cameron was doing at his age just amazed me.

I also enjoyed the book building project.  The project had us create our own book using the websites tools.  I found this to be very exciting and addictive.  Once you start working on your own book you can get wrapped up in the vast array of options the site allows you to do.  I liked the sites many options such add text-to-speech and the ability to include a glossary of terms.  What made these features stand out to me was how easy they were to implement.  I can see this as a great tool for all educators.

5364 Week 2 Post

In our second week we learned about how the classroom is becoming more diverse. Students with learning disabilities such as dyslexia, ADHD, English as a second language, emotional or behavioral problems are more prevalent today than they have been in the past. Along with this new diversity, teachers are required to hold students to higher standards than ever before. Not an easy task for today’s teachers.

Fortunately we also learned about the principles of universal design for learning. The universal design for learning gives learners various ways of acquiring information. Using this method information can be acquired by anyone, even if they have one of the previously mentioned afflictions.  Technology is a great tool for this since information can be packaged for delivery in a variety of media. With the help of technology, students can learn information through tools such as audio and video in addition to traditional text book acquisition.  I view technology as a tool and when implemented properly can yield outstanding result for the learners, especially special needs learners. 

We also learned there is a link between technology and students self esteem. Students can have increased self esteem when they use technology to complete school work. I believe I have experienced this in the school district I work in.   The school district utilizes an online grade book which allows students and parents to check grades online 24/7.

Three Theories

This week in my Master’s class I learned about three theories of how people learn and acquire knowledge. I think each offers valid points but I can’t help but see them in a time line format. Each one seems to represent the way people learned in a different time period.

Constructivism represents the past way of learning to me. People would use the information they acquired and build new ideas and theories based upon the knowledge the already knew. An example of this would be how families would have the same profession generation after generation. The father would be a blacksmith, the son would then be a blacksmith, and then the grandson would be a blacksmith. Each generation would learn and improve the techniques from the previous generation.

Connectivism represents the way I think people learn today. People may not know the answers to their problems but they reach out and connect with others and communities of others to find answers. People today view this ability to find the answers as knowledgeable.

The Cyborg theory is if a futuristic view of how people will learn. Since I do not see this theory as feasible in the near future, it is then classified as futuristic. I see this as the way people will learn in the future.

Assisting Students Transiting To Ninth Grade

Needs Assessment

The researcher set out to determine why some ninth grade students fail core courses after transitioning from the middle school to the high school. The researcher collected quantitative data through a survey of one hundred ninth grade students in athletics and twenty-five ninth grade content teachers.  The survey consisted of Thirty-five African American student's twenty-eight White students, twenty-two Hispanic students and fifteen others.  Results of the survey indicated that students failed classes when they struggled to understand concepts. Results of the study showed that students and teachers believe extra assistance in the form of tutoring would help struggling students. The researcher suggests recommendations that would benefit students who struggle academically in the transition from middle school to high school.

Objectives and Vision

 This research project seeks to find out why some 9th grade students fail core content classes and what can be done to assist them in achieving passing grades. It is clear from research that the 9th grade transition year from middle school to high school is one that concerns educators across the country in both rural and urban settings.  This information was gathered through a series of questions trough a survey. Many issues surrounding the failure of classes in the 9th grade have been identified and support by the research. It is the intent of the researcher to find a combination of educational practices designed for 9th grade students to be academically supported in their transition to high school for the intended purpose of achieving passing grades in their core content classes. The measurable goal for the researcher after implementing strategies for helping struggling 9th grade students in core classes will be the reduction of the failure rate in each core content class of English, biology, and algebra by 10% within a two year time period. The process for achieving this goal will be the implementation of programs at the high school designed to meet academic needs of those 9th grade students who need additional support in core content classes. 

Articulate the Vision

When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are making the transition to high school.  All of the faculty can be updated and enlightened on the advantages our freshman making a smooth transition. Freshman core classes have many factors that help these students continue to be successful.  Working together we can assist our transition students to succeed in all areas of instruction.  

Manage the organization 

The researcher will be working with office personnel in order to get a list of current ninth grade students who has ninth graders failed two or more core classes in their first semester. In this study, the researcher will use a combination of interview and survey in order to monitor the impact of the goal of reducing the failure rate of 9th grade students in core content classes.

An interview of current ninth grade students who failed two or more core content classes will be conducted in the spring by the researcher.  The questions will attempt to measure why the students failed core content classes and what can be done in order to assist ninth grade students in achieving passing grades.

Once the students for the research have been selected and interviewed, the researcher will interview the selected students. After students have been interviewed, the researcher will identify two ninth grade core teachers in English and biology.

At the end of the 8 weeks of research, the data collected will be presented to the teachers, administration and superintendent of the school district. The hope of the researcher's findings is to continue to support those 9th grade students coming from the middle school with high school academic programs that will give them the support they need to achieve passing grades in core content classes.

Manage Operations

        Identifying the need to gather information on ninth grade transition needs will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate - only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in helping the incoming freshman. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts. I will hand the surveys on in boys and girls athletics. 

Respond to Community Interest and Needs

This plan is designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our ninth grade students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding the transition process.

References

Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html

Kerr, K. A. (2002). An Examination of Approaches to Promote Ninth-Grade Success

In Maryland Public High Schools. Educational Research Spectrum, Summer 2002.

Manning, M. Lee (2000a). A Brief History of the Middle School. Clearing House,

73(4), 192.

Mizelle, N. B., & Irvin, J. L. (2005). Transition from Middle School into High School.

National Middle School Association, 2005, 1-5.