Our Resource Blog for the Life Cycle of a Frog

This evening, we completed our blog in which we compiled resources for teachers and students to use as they explore the life cycle of a frog (as I promised we would in an earlier post).  Thank you, Farnoush and Lloyd, for all  your work. 

To view our blog, click here: Frog Life Cycle

To view our classmates' new resource blogs for the life cycle of the frog and for interactions with ecosystems, check out the links under "Classmates' Blogs."

Writing: Processing Involved in the Task + Assistive Technology

Barbara delivered what she promised.  Below is an image depicting the analysis of writing (as a task) with processes (involved in the task) matched to AT which may be useful.  Wow!

Source: Welsford, B. (n.d.) Writing task analysis. (Shared in a personal communication.)

Assignment #2 - Designing a Resource Weblog with UDL Principles in Mind

This week, we were presented with our second assignment.  Armed with a class profile and a unit topic to teach (listed below), we formed groups.  Based on these descriptors, our task is/was (the assignment has been given, but is not yet completed) to design a weblog including student and teacher resources which provide opportunities for all students in the classroom to learn by following UDL principles (multiple means of representation, multiple means of action and expression, and multiple means of engagement). 

The Class Profile:  With 20 students in the class (16 boys and 4 girls), there is one student who has significant cognitive delays and is an emergent reader, two students who have dyslexia and struggle with decoding fixed print, another student who has dysgraphia, one boy who has ADHD, and two students with autism (on different ends of the spectrum). 
The teachers/weblog contributors have access to any technology and assistive technology they need (iPad carts, WiFi, iPod Touches, laptops, computers, etc.).

The Unit Topic: Life Cycle of the Frog

Our weblog is still under construction as I write this, but should be available to you all shortly.  

The "Ah-ha Moment" for Me:
While I was originally concerned about creating a resource weblog to address the needs of students based on the above class profile - as opposed to knowledge of individual students' strengths, weaknesses, needs, and preferences - I was set back on track by our instructor.  (Thank you, Barbara.)  The idea behind UDL is to consider teaching lessons, materials, methods, and assessments that provide multiple means of presentation, multiple means of action and expression, and multiple means of engagement.  The idea of this assignment is not to practice providing access based on the class profile, but to practice providing access to all students (i.e., to practice planning with UDL in mind).  

Yes, I may have momentarily lost sight of the learning goal, but I think I'm back on track now.  This momentary loss just serves to remind me how difficult it can be to shift our perspectives - or change old habits - and how practice makes perfect.  I realize thinking with UDL in mind is logical, but beginning lesson-planning with UDL in mind is not something I have had the opportunity to practice until now.  I plan to continuing working at lesson-planning in this way until this practice is a habit.  

Source: http://www.clipartof.com/portfolio/yayayoyo/illustration/yellow-smiley-face-with-a-glowing-light-and-an-idea-210648.html

DIY Communication Boards (I love freebies!)

If you are like me and enjoy freebies, check out this Youtube clip that explains how you can create a communication board using Microsoft Word and Slater Software's free picture search tool.

(Heads-up: When I looked at the Slater Software website - http://www.slatersoftware.com/index.html - I didn't see the same picture search tool described in the Youtube clip, but I think the images would be easy enough to find by searching Google Images.)
I realize this teaching tool is somewhat old-school (or low-tech), but it may prove useful for some of your students.

Universal Design for Learning

For an introduction to UDL, watch the following video:



As the video explains,
1. Universal refers to a curriculum that can be "used and understood" by everyone. "Curriculum should provide genuine learning opportunities for each and every student." Learning is not constrained to one thing. We have areas of the brain devoted to recognition (the "what"), skills and strategies (the "how"), and caring and prioritizing (the "why"). The curriculum must allow students to develop all three areas. Designing for those in the margins leads to tools and devices that work better for everyone.
2. To plan for UDL in the classroom, consider two questions: 1) What are the goals? and 2) What barriers in the classroom might interfere with diverse students achieving these goals? To break down barriers, develop instructional goals, methods, materials, and assessments that adhere to the three UDL principles. Provide multiple means of the following three factors:
1) Representation
2) Action and Expression
3) Engagement

For more information about UDL, visit the CASL (Center for Applied Special Technology) website: CAST Website

Also, take note of the link labelled UDL Toolkit provided on the left under Useful AT Resources.  (The website is a vast resource for technology serving UDL principles and information about UDL.)