Final Reflection for CEP 811

“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” - Jiddu Krishnamurti

It is such an exciting thought for me to know that learning will never end. Education is not confined to a book or a class, but extends to all experience. Learning is my fuel and it brings satisfaction, curiosity, and wonder to my life. Where will the journey of learning take me? What new and interesting ideas will I discover next? What kind of new technologies will help to expand my learning and the learning of my students? I do not know the answers to all of these questions, but I do know that the journey so far has been a fulfilling one. I know that the future quest for knowledge will be just as rewarding. I thoroughly enjoyed experiencing my first two online courses this semester with CEP 810 and CEP 811. These courses have given me many things including new friends, new tools, and new ideas. More than anything, my online learning through MSU has renewed my deep love of personal learning. The new knowledge I have gained will not just stay personal, but has given me a reason to share what I have learned with my students and colleagues. What are some of the things I have learned during this course and what contributed to that learning?

One of the most important things I learned this semester is the incredible potential that the Internet affords for collaboration. With all the social media outlets available, connecting with others near and far has never been easier. Throughout this semester I participated in different kinds of social media, including email, discussion forums, blog posting and commenting, and Google Hangouts. In truth, I probably would not willingly choose to be a part of most online social networks. I tend to be a pretty private person and often try to avoid large social gatherings. This course has helped me to reach out to others for support and required that I rely on people outside of my normal circle of acquaintances. This has helped me to see first-hand the wealth of personal and professional contacts that can contribute to my own learning, not to mention the vastness of ideas and resources that I use on a daily basis in my own classroom and at home.

A major component of my classroom is using brain-based ideas and research to plan my lessons. The majority of resources used for these activities are found online. In addition, this course has deepened my understanding of the connections between the brain, learning, and technology through TPACK. I was briefly introduced to TPACK during an undergraduate technology course. Through the readings and videos this semester, as well as collaboration with peers for our group assignments, I now understand that to be the most effective teacher I need to address technology, pedagogy, and content in my classroom. I want to be the best I can be and TPACK, along with the NETS, CCSS, and other research-based resources, offers a workable framework to help guide and plan my lessons. I appreciate the structure that these resources provide while allowing me to teach these standards in a way that best meets the needs of my students.

Throughout the course, I have had the opportunity to create several meaningful instructional technology-based resources for my students. Over the past few weeks, I have implemented my "Can you hear it?" StAIR, "We know how to..." WebQuest, and my UDL enhanced lesson plan into my own classroom. These are useful tools that I created specifically for my students. I feel such a sense of pride when I see what I have created! It is even more rewarding when I see students engaged in learning with the resources I created! I know that in-depth tech-based projects will help my students practice and apply real world communication skills. My WebQuest and UDL lesson plan focus on students creating a how-to video. Each week since Spring Break we have focused on a specific aspect of our how-to writing project including brainstorming, planning, sequencing, writing, revising, editing, adding pictures and adding audio. Every week students are utilizing technology tools to enhance learning, while creating a meaningful product that demonstrates their knowledge. A few of my groups have already completed their projects! I am so pleased with their work! I will be sharing some of the finished videos with my principal and school board this week!
Here are the links to a few:

1st grade - I know how to tie my shoes.
2nd grade - I know how to make a book.

As I look to the future, I still have so much I want to learn about technology! This summer, I am looking forward to attending eQuip 2013. I went last year and it was a blast. I will also be attending a few Project Based Learning workshops, as I believe technology and PBL go hand in hand. I also have a personal goal of compiling a list of Google Play apps for my colleagues based on grade level and subject. We were issued Kunos in December, but unfortunately have not received any training. To help compensate, my second Tech Tuesday will be on May 21st and we will focus on how to use our Kunos for teaching and learning. I also plan to continue to update my Tech4Parkside website with more links and information for my colleagues. In addition, I would like to categorize my list of apps to match the four main areas of language acquisition and the specific skills tested on the LAS Links assessment. I am excited to put this list together because I know these resources will help my students increase their English proficiency. I want to offer my students a variety of opportunities to practice the communication skills they need to be successful. I am also excited about tinkering with MIT’s App Inventor this summer. I have always wanted to make my own apps and hopefully this summer I will!

I know that my learning does not end with CEP 811 this week. It will continue with CEP 812 next week, then CEP 822 later in the summer. I have been accepted into the MAET program and then eventually plan to pursue my Doctorate in Educational Psychology and Educational Technology at MSU. My learning is not isolated to formal schooling as I know the best way to learn is to experience. My goal is to continue to seek out new opportunities to grow as a person and as an educator.

Online Teaching Experiences

Teaching and learning are changing on a daily basis. New tools for collaboration and interaction are constantly being developed and released. The options are nearly limitless for educators looking to bring technology and online learning into their classrooms.

In my own classroom, I try to incorporate online learning experiences as much as possible. When I use digital tools, I find that my students are engaged in the content, curious about how the tools work, and eager to be a part of a collaborative community where they can demonstrate their knowledge. In the past, I have used a variety of Web 2.0 tools including WebQuests, educational gaming, as well as online research, and various other online projects. Because I have a very tight schedule during the day, it would be difficult to incorporate online discussions with experts and other students. Although I believe my language learning students would benefit from this kind of online interaction, timing and schedules would hinder this activity.

One online learning tool that I have yet to incorporate into my classroom is podcasting. My language learning students could greatly benefit from this kind of tool. Earlier in the year, we made audio recordings using SoundCloud. We recorded personal introductions, greetings, dialogue between partners, as well as some of our small group discussions. However, we have yet to post our recordings online for others to listen to. What I like about this kind of online learning experience is that my students can be consumers and producers. There is a lot of amazing content online created by students for students. But more importantly,  my students can write, direct, and star in our own podcasts. This makes me think of some of the old radio programs that used to be on. I can envision using music and sound effects to make our stories come alive. When using only the audio component, students will have to really think about what should be said and what the audience can hear. I think podcasting can cover a variety of subjects and content matter, but for my students I would focus on writing, online research, speaking, listening, and digital citizenship.

To introduce podcasting to my small groups of students, we will first explore podcasts that other students have created. After we have explored good podcasts (and not so good podcasts), we will compile a list of things that should be included in our own podcasts such as clear speaking, manageable chunks of information, and a 2-3 minute time limit. I will demonstrate how to use recording software such as SoundCloud or Audacity, and we will work together to make a group podcast. Then I will break students into pairs and they will create their own script for an original podcast. We will share our creations with others and leave feedback for other projects.

Unfortunately, many of the links listed under Podcast/Videocast in Michigan Merit Curriculum Online Experience Guideline Companion Document were unavailable or outdated. I went searching online for information about podcasting and found a new helpful resources.

9 Podcasts for Teachers and Kids - Fun learning for kids, plus tips and talk for teachers.
Podcasts in the Elementary Classroom: Tools for Teachers and Students - some great tips and ideas for using podcasting in the classroom, as well as lots of external links to other resources.

StAIR: Can you hear it?

Here is my StAIR (Stand Alone Instructional Resource) for CEP 811. This resource is designed for students in Kindergarten & 1st grade focusing on phonological awareness, particularly short vowel sounds. Students can complete this activity independently.

I created this activity for my English Language Learning students. Many of them have a difficult time distinguishing the short vowel sound in words and in isolation. This resource will be used to support their phonological awareness in addition to other activities we do together during class.

You can also find this resource on MERLOT by following this link.

UPDATE 4-23-13: It has come to my attention (from some of my MSU classmates) that there are some glitches in my StAIR when viewed through the PowerPoint Web App. To avoid these glitches, I would recommend downloading the StAIR from Dropbox HERE. You will need PowerPoint to view. This version runs much more smoothly. Thanks!

Wikispaces and Wikipedia

This week, I learned more about wikis. I have not used wikis in the past, but see the potential for collaboration with students and colleagues. Here is the wiki I created at Wikispaces for my school entitled tech4parkside. (This is a private wiki that requires you to be a member. If you would like to join this wiki, you can email me at mrsgalbreath27@gmail.com. I will send you an invitation). This will be a place for teachers and staff to share ideas about how they use technology for teaching and learning.

In addition, I was charged to create an article on Wikipedia for my school since it did not have one. I am used to html coding, so it took a bit of research to understand how to do the markups in Wikipedia. Once, I got the hang of it, I added that our school is K-5 and that it is located in LaGrange, Indiana. I also included 2 reference sites, as well as an external link to our school website. I also added 2 categories to the article: Elemenatary schools in the United States and Elementary schools in Indiana. The link to the article on Wikipedia can be found here. Please find the screenshot of my article below.

UDL: Universal Design for Learning

Curriculum is usually not constructed with the student in mind. Content and data are driving change in curriculum and education today. My undergraduate methods courses focused on standards, objectives, and assessments. Accommodations and diversity were often viewed as afterthoughts or add-ons. The premise of standardized testing is that there is a standard kind of student or a standard kind of answer. Science is reminding us everyday that variability is the norm, in the workplace and in the classroom. We each have a unique blueprint for optimal learning. The current inflexible curriculum does not take into account the vast variety in learning styles and preferences. The current curriculum is inefficient, ineffective, and failing a good percentage of our students. Those that work to retrofit the curriculum after the fact are trying to help students in any way they can, but unfortunately they are waging a losing battle. Because of the sheer vastness of variety, trying to patch or alter the curriculum for students who are failing will be an ever continuous job. The fact is that standardized testing and an inflexible curriculum are here to stay (for now!). As educators, can we make wiser decisions about HOW to implement the curriculum in our classroom? How can we make developmentally appropriate choices for our students to help prepare them for standardized testing while meeting their individual needs? UDL is a tool that can assist educators with their decision making to help reach a broader set of students with a broader set of knowledge.

As mentioned earlier, variety is the only standard. We know that students and their learning needs will continue to be diverse. The most efficient way to meet individual needs is to start from the beginning by creating a curriculum that is inclusive and flexible. That would be the ideal situation. Unfortunately, many teachers are forced to teach the district or state curriculum. Teachers in turn, then, force learners to fit into a mold that is mandated by the state. This is a disservice to all students because it creates barriers to learning and does not allow for multiple means of representation, multiple means of expression, or multiple means of engagement. Working within the parameters of their own curriculum, teachers need to evaluate the strengths and weaknesses of their own pedagogy when teaching content. The ‘what’ has already been decided for us via the curriculum. The ‘how’ is up to us and we can feel empowered to make the best decisions for all of our students. The benefits to this approach are that teachers can feel in control of their own decisions in the classroom and know that by following the UDL guidelines they can make the content more accessible to all students. In contrast, teachers may also feel overwhelmed by the important decisions that they have to make in regards to what goes on in their classroom. This kind of teaching will require additional time and effort, especially in the planning phase. Teachers will need to develop a network of tools and resources that they can access for sharing with students. Thankfully, the digital revolution makes this process much easier for teachers today.

I have a great personal interest in curriculum development, especially as it pertains to brain-based research and motivation. I believe that the UDL guidelines can help failing students succeed and help average teachers become great. I think the challenge lies with teachers and their preconceived notions, as this way of thinking varies greatly from what the state and districts are cramming down our throats. As educators, we need to feel confident that our decisions are based on what is best for ALL our students!

So with this in mind, I enhanced one of my lesson plans to include some of the UDL guidelines.

UDL Checklist 
UDL Enhanced Lesson Plan