he UDL framework is based on neuroscience research evidence that individual learners differ in how they are motivated (affective network), how they comprehend information (recognition network), and how they express what they know (strategic network). Whether the differences facilitate learning or become a detriment to learning depends largely on the educational context.
Reading about this has been one of the most interesting things we have learned about this year.
Differentiated instruction is an instructional process that has potential to positively impact learning by offering teachers means to provide instruction to a range of students in today’s classroom situations.
I would like to take time to practice this a bit more I believe that it could really make a unique learning experice.
The introduction of your lesson does not have to be very long in duration, but it should be engaging.
This is where I struggle the most and need to get better at.
ggressive Monitoring is commonly used to assess student work and provide immediate feedback
I have not really seen this before and I am curious to learn more about it. I am eager to learn when this works best
uring cooperative learning, the instructor should circulate throughout the classroom, visiting each group. This is a great time to integrate formative assessment strategies such as questioning.
This is something that I am looking forward to getting better at and I Know that I need to implent more practice of this
There is some debate about whether or not the instructor should play a role in this decision. Whether or not an instructor chooses to assign roles within a group, they should ensure that each student has a distinct role.
I have looked into this a little bit and I agree that instructors should play a role.
Asking too many questions at once:
This is a interesting way to break down this issue. My take away here is to break it down one at a time.
It doesn’t matter how well-structured your questions are if your students do not respond. This can be a problem with shy or older students who are not used to highly interactive teaching. It can also be a problem with students who are not very interested in school or engaged with learning.
this is a fear on mine and Im wager to get better at this an make it a strength
Learning Roadmaps are very similar to rubrics in that they distinguish between different performance levels across different criteria. If you are in the PE setting, or any other skill-based content area, then you might be interested in seeing how Joey Feith builds Learning Roadmaps.
I havent really got to see this to much, but I will say that I am not against it. I would try it and give it the best shot I can and see how it could work out in the future.
The rubric below is an example of an analytic rubric. The evaluative criteria are listed in the left-most column: summary, argument, grammar & mechanics, and formatting & citations.
This is the type of rubric that I think is the most popular in my student times. I think this is the one that could have the most issues.
When teachers are having difficulty getting students to respond to their requests they might find the practice of using High-Probability Requests to be a useful technique.
This is also an interesting technique that I believe could really help in a class. The video shows some good examples, but are kinda cheesy in some ways. Overall, I think this could be a solid thing to practice in class.
A lot of misbehaviors are not important or frequent enough to deserve any response at all. They are likely to disappear (or extinguish, in behaviorist terms) simply if left alone.
I would like to get a little more into depth on this in class. I would like to see how this process really plays out
Exit Tickets are a great way to practice the backward design model on a small scale. Exit Tickets are brief mini-assessments aligned to your daily objective.
I am a big fan of exit tickets i believe that they are great ways to summarize your lesson
Technology is a powerful ally for teachers, especially in measuring student learning. With digital formative assessm
I feel like in todays classroom technology is proabably the most important tool that we can use
The key issue in deciding between tables and rows, however, is not grade level or subject as such, but the amount of small group interaction you want to encourage, compared to the amount of whole-group instruction.
This specific point is one of my favorite parts of this and I like to design my own hypothetical arrangements and weigh out whether what could be best for what I am teaching.
Leaving some space open leaves flexibility to respond to ideas and curriculum needs that emerge after the year is underway. The same advice applies especially to displays that are high maintenance, such as aquariums, pets, and plants
I have seen some really crazy classrooms and to me honestly it is overstimulating. I like the creativity aspect bu I like the idea of having a calm space.
The following resources provide a similar approach to unpacking standards from a physical education perspective.
This is a really great video and I think it is really helpful . It mentions GLO is about. I like this idea and would like to see more about this specifically.
Grant Wiggins and Jay McTighe (2005) are often credited with the idea for lesson planning called Backward Design based on their book, Understanding by Design. Wiggins and McTighe maintain that the traditional pattern of planning for teachers resembles a
This is a very interesting topic that we are seeing here. My Cooperating teacher is also showing me how to use this. I would like to find a way to incorporate this more
The key takeaway here is not that every teacher should assume the same grading procedures but that all teachers should take a moment to reflect on how their grading practices align with either the school’s or their purpose of grading statement.
This is something that i believe should be noted. I think what we are seeing here is that grading is so crucial. A question I can draw from this is what as interns can we start doing now to be ready for this
Communicate information about student learning to parents; Provide information to students for self-reflection; Select, identify, or group students; Incentivize students to learn; Evaluate the quality of instruction; and Provide evidence of a student’s lack of effort.
I have not really looked into this before, but it seems accurate. When you continue reading under it it states "No single grading instrument can accurately report all six of the aspects above to the fullest extent. " This leads me to ask what is next
When going through the principles of clear directions we can see a list of things that seem useful. I believe that in the video we can see examples that would seem to translate in real life quite well.
When looking at the section labeled "register" it is interesting to see what truly goes into it. The difference between casual and urgent it quite clear. I would like to see the difference in urgent for a first year teacher and a highly expericned teacher.
hen planning routines try to limit the number of steps to keep the routine manageable. Practice the routine yourself to make sure that it works smoothly, then script how you will practice the routine with your students. Once your students arrive, then practice, practice, practice. You may need to revise your procedure if it is not working efficiently or you may need to refresh students with a practice session mid-year if they begin to slip.
I am a fan of this plan to an extent, but I also like the idea of having plan B. That is for the chance that your first plan just does not work
A sample plan for responding to off-task behavior might look like the list below. Warning Conference with Teacher Call Home Referral to Office
I like this sample plan and I believe that it is similar to what I had when I was student in highschool. Will apply a waring first because I believe that this is fair for students for their first consequence.