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Reflection on Teamwork and Collaboration

Unity is strength... when there is teamwork and collaboration,
wonderful things can be achieved.
Mattie Stepanek

Self –Assessment
New information and strategies were introduced and I was forced to re-evaluate my teaching methods.  Often times we forget the variety of students that we are working with everyday and the scenario from this unit brought home that learner diversity.  Universal Design for Learning is about “providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy” (Rose & Meyer, 2002). By focusing lessons so that they are accessible to all students, different learning styles are incorporated and all students will find a way to incorporate learning into their schema. I am afraid that I may have become complacent in addressing all students' needs; focus was on the norm and not necessarily on the outliers. The UDL framework reminds the teacher to address all students.  I was addressing all students, but maybe I was not doing enough to give them additional ways of learning the material.  This unit has brought this to my attention while also providing a framework for adjusting this once it was recognized.

 Learn as a Learner
While working on this unit, I found myself on the road quite extensively. I traveled from my hometown to San Diego and back. Left again for San Antonio, Austin, west to Phoenix and then another round trip to San Antonio.  All in the space of three weeks!  The most important thing I learned was the need for organization of my time.  I really have embraced the concept of distance learning and I appreciate the value of being prepared.  I pushed myself to be available even after long days on the road. I also found pockets of time throughout my trips to make sure that I did not let my team down. Having access to our google doc and website from any internet accessible location was invaluable. I felt that I was able to contribute day and night regardless of the time that others were working on the assignment.  I believe that my team members felt that they could rely on me to complete assignments as well as contributing to the overall flavor of the webpage.  I really enjoyed working with this group and would choose these teammates again if give the opportunity. 

Lifelong Learning Skills

I was very pleased with the work ethic of this group.  I was concerned about group work as the last group I worked with did not function well at all.  I worked on the project to ensure completion, but the other members of the group did not contribute.  I was reassured by this group that all group work does not have to be like my last experience.  The members of the team did find a way to contribute and we focused on individual strengths for success.  Even though we had many schedules to work around, each member still completed their portion in a timely manner and overall, the webpage was a success.  I found that I have to trust others to get work completed while I also need to make sure that my work is done completely and in a timely manner.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Testing - Does one size fit all?

How frustrated some students are when they sit down in front of an assessment and immediately draw a blank!  It is difficult as a teacher to know that they know the information and concepts but that they have difficulty demonstrating that on our standardized one-size-fits-all tests.  It is this image that stays with me as I think about the readings from Chapter 7 of Teaching Every Student in the Digital Age.  Rose and Meyer state that "most current assessments are not designed to accommodate individual differences."  Clarification is made throughout the chapter as examples are used to show that different students have strengths in differing areas and that standardized testing does nothing to address these differences.  What is difficult though is, from a teacher stand point, how can one develop authentic assessments that allow students to demonstrate knowledge gained about a topic or concept.  While much time was spent on discussing how different learning styles benefit from different testing approaches, there was not as much time spent detailing ideas on how a teacher could accomplish that mission.  While I do agree that, "test formats (e.g. multiple choices, essay, short answer) and administration circumstances (e.g. timed/untimed, individual/group, administration, in-class/take home) all impact student performance differently, depending on the individual test-takers affective makeup. Inevitably, a single test, given in a single way, will affect some students positively and some students negatively," it is difficult to envision a different assessment for each child that addresses each individual's needs. A perfect world for students, but a logistics nightmare for teachers. I feel that I'm making strides in addressing student needs when it comes to learning styles, but I've got miles to go when it comes to differentiating assessments.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

UDL as the crossroads

Donna Palley, SPED Coordinator for Concord, NH schools states the following, "The concepts of Universal Design for Learning (UDL) is the intersection where all our initiatives, integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others come together."  I think she stated this idea very well as we continue to face ever increasing standards and learners with widely diverse backgrounds.  Within the walls of the classroom, we are dealing with a global mix and and ever widening gap in student preparation.  Teachers are clamoring for an idea or teaching tool that will help them address all those things at once and UDL may be the answer.  The framework for UDL is such that a teacher is reminded at every step to consider how every student will be reached and how they will ensure that students are supported where they need to be supported. 

With the availability of so much technology today, incorporating it into a UDL is less painful than one might expect.  As long as the infrastructure is in place, moving our teaching into the 21st century can be accomplished and hopefully all students find success along the way.


Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Universal Design for Learning or UDL

UDL is said to address the challenges of learner diversity and high standards.  Having created a lesson, I can begin to understand this philosophy.  Teachers are faced with a number of variables in every class for every lesson.  A teacher will have learners that are ready to move forward to higher challenges and students that need extra time and reinforcement.  This design schema allows teachers to do that in a way that still challenges those that need challenging and supporting those that need support.  With various learning phases such as group review and individualized practice student expectations can remain in line with the overall objective while still allowing for flexibility with individuals.  With a lesson scripted, a teacher can then deal with challenges that arise from moment to moment and then revert back to the lesson planned.  Although the lesson frame can be time consuming, I imagine with practice, it will become second nature to think about lessons in this format.

To take a look at what I'm talking about, check out this lesson I created for Convergent Plate Boundaries and Crustal Formations.

I have been working with a really interesting program created by CAST (Center for Applied Special Technology) to create an eBook.  The linked image above will take you to the eBook I created about Convergent Plate Boundaries.  As I created, I found myself reviewing the information to include as well as analogies to use through the coaches. Coaches are characters embedded on the pages that can offer tips and suggestions to students.  I really enjoyed working with the book because I can see the benefit to it. As long as I create a book that is full of the information that I want students to learn, it is available for them at all times. They can read and review the information at their own pace. With an included glossary, students are also able to investigate vocabulary words they found difficult or new.  With continued practice. I believe that this is a tool that I could use to place information on a classroom website. I could also use it as a summative assessment to analyze student understanding of a concept in a different manner.

Put me in the game, Coach!

In his book Avatars of the Word, James Joseph O�Donnell speculates on what the real roles of educators will be in an information-rich world:

[It will be] to advise, guide, and encourage students wading through the deep waters of the information flood. [Educators] will thrive as mentors, tutors, backseat drivers, and coaches. They will use the best skill they have . . . to nudge, push, and sometimes pull students through the educationally crucial tasks of processing information: analysis, problem solving, and synthesis of ideas. These are the heart of education, and these are the activities on which our time can best be spent. (O'Donnell, 1998, p. 156)

I feel completely comfortable with the concept as stated by O'Donnell.  He seems to believe that the role of educators is morphing into something completely different than what it is now and I agree.  O'Donnell foresaw these changes in 1998 and we are starting to feel the impact of this idea now in 2013.  I have always said that I am my students' biggest cheerleader.  I support the things they do and celebrate their advances.  These are behaviors that I imagine would be part of coaching.  Being a backseat driver is an interesting idea for teaching. Most teachers are used to "driving" the class and taking students on a journey that they are leading.  Utilizing O'Donnell's ideas, teachers would take on a different role; it would be one of correcting.  Nudging, pushing, pulling, cajoling, sometimes outright bribing students encourages them to success.  With current technology, students are able to make discoveries about the world around them through streaming video and credible websites.  It is now our role to encourage students to do something with the knowledge they have gained.  Students are expected to be thinkers not just good memorizers.  We need to work with them so that they can analyze and evaluate...and in the end become creators of new knowledge and technologies.

 Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Teaching with Technology and Classroom Instruction Strategies

     I am excited about technology and the idea that I can enhance student learning through its use in the classroom.  With an introduction to technology through the Pitler text Using Technology with Classroom Instruction that works, I was able to investigate ideas about technology and ponder its ramifications for my classes.  New technologies can lead to student excitement and increased motivation.  With increases in motivation and excitement, I believe that you will increase overall student engagement in classes and therefore increase attention to material.  Schater and Fagnano make a point regarding technology application and state that it not only increases student learning, understanding and achievement but also augments motivation to learn.  And while technology allows students to engage on a different level and encourages unmotivated students, it is the possibility that teachers can differentiate instruction using technology that is interesting too.  Teachers can be flexible in their assignments and allow students with varying capabilities to participate through technology.  The trick will be to learn which technologies are appropriate for varying assignments and students. 
     Constructivism, Connectivism and Cyborgism were introduced through readings and videos.  Each of these styles of learning can be used with technology and what I found intriguing was that in my area, the sciences, the styles can fit well also.  Science already incorporates constructivist ideas by using field trips and hands-on projects in learning.  It is easy to see how technology would be used to enhance constructivist acquisition of concepts and ideas.  Simulations and videos allow students to view and interact with concepts that may not be readily available.  Students are able to connect their experiences with prior learning.  And connectivism is related to science in the idea that students can look up items rather than memorizing information.  But what is most interesting to me is the idea of truly incorporating technology into humans.  Imagine the possibilities we've only dreamed about in movies like the Matrix where we can be plugged in and information can be directly downloaded to the brain.

Abbott, J. (nd). Building Knowledge: Constructivism in Learning. [Video file]. Retrieved from http://www.youtube.com/watch?v=F00R3pOXzuk

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.

Warwirk, K. (nd). Cyborg Life [Video file]. Retrieved from http://www.youtube.com/watch?v=RB_l7SY_ngI