Learner
Learner
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Learning through 2020-2022
Learning through 2020-2022
I am not able to imagine an educator that was unable to learn more about the effective use of technology through navigating the changing education landscape through the last two academic years. Below are three artifacts that testify to my growth through the learner standard. I am thankful for the courses I've taken through UNK as they often informed me on new and practical ways to benefit my instruction and increase student engagement. I also was please with the opportunities my district provided to grow in my knowledge of current research-based practices.
I am not able to imagine an educator that was unable to learn more about the effective use of technology through navigating the changing education landscape through the last two academic years. Below are three artifacts that testify to my growth through the learner standard. I am thankful for the courses I've taken through UNK as they often informed me on new and practical ways to benefit my instruction and increase student engagement. I also was please with the opportunities my district provided to grow in my knowledge of current research-based practices.
Learner
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
2.1.a
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
2.1.b
Pursue professional interests by creating and actively participating in local and global learning networks.
2.1.c
Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Artifact 1: Instructional Implications for English Learners (Sept. 2020)
The first artifact is the presentation given to my science field peers in relation to best serving the EL student population in my district.
At the beginning of the semester, as my school elected to have remote teaching, I was frustrated with a lack of student engagement and poor understanding shown in comprehension checks. I reached out to my EL supervisor to observe my class and offer new strategies. She pointed me to the 5e model for science which was student-focused and allowed for flexibility in assessment to help value a wide range of student responses. My supervisor then invited me to assist in a presentation to share with Science teachers in the district helpful and research-based tips for EL students in their classes. This helped me to invest time and energy reading through the strategy and pilot through my first activities which I used as my example at the presentation during our district's curriculum day.
The approaches referenced, gradual release of instruction with checks for understanding, content and language goals, and authentic literacy, are applying research-based effective practices within a new approach in the district: the 5e Model. The PowerPoint illustrates an example in an elementary classroom with EL learners and in my own secondary Science Foundations classroom. With my activity, I piloted the 5e model and found I had positive results in the level of engagement and understanding. Having students interact using their Ipads with the media presented made for a livelier lesson and a breakthrough in how they were identifying the current concept of physical and chemical properties. By not only trying this new-to-me strategy but also working with my colleagues to present this material to other educators in the science field, I was able to process others' thinking and concerns with their classes. Overall, using this model has improved my students' test scores and participation, displaying to me that it is a more effective approach.
Artifact 2: TE810 Instructional Design Components (Spring 2021)
As part of my coursework, I chose a Unit I had previously developed in my district (OPS) during the summer of 2020 with Laura Chambers (EL teacher at South High School). This unit utilized current technology and apps with the previous curriculum. In reviewing the material, I focused on creating better goals with the instructional design method.
I felt this would improve my pedological approach and student outcomes. The methodology helped me to connect data from my district about the student population with course goals, remove vague language from assessments, and create chunked tasks that supported the target student population.
Since completing components, and using the rubric and goals in my classroom instruction, I have found students are able to use the clarified goals and rubric to assist themselves in their own writing allowing for more independence. This was beneficial during hybrid teaching as students would not always have access to the teacher.
Artifact 3: TE805 Overview of Assistive Technology Discussion Boards (Fall 2021)
In the Fall of 2021 as part of the TE805, I joined ClosingtheGap.com. This website features webinars, articles, and reviews of assistive technology and issues pertaining to instruction and disabilities. This coursework not only gave me a greater connection to a larger learning network but also allowed me to grow in my knowledge of assistive technology and reflect on what I can do as an educator to better accommodate all students.
I've included reflections from the courses discussion board as evidence of learning and processing through the materials.
Volz, M.: Web Accessibility
2) How does assistive technology fit into universal design for learning?
Assistive technology or AT has the goal of increasing or maintaining the functional capabilities of individuals with disabilities (West, 2021). In universal design for learning, there are three key principles: allowing for varied means of representation of the media and information, allowing varied means of action and expression of what is comprehended, and allowing for varied means of engagement (CAST, 2018). Through the use of AT in learning environments, both the goals of AT and principles of universal design can be met.
An AT can be any item, equipment, or product system (West, 2021) and all of those things can aid in learning under universal design. For example in the first principle of universal design for learning, having multiple representations of information and varied supports, a student may have a text to view, read or interact with. In my classroom, I have used Microsoft forms web accessibility tools to support my EL (English Learning) students. The students can click on a text in their Microsoft forms and have it read to them. They can adjust the speed of reading as well. Other features include changing the colors, size, and font of their text; having parts of speech highlight; translating a word or whole text into a different language; and access to a dictionary. These tools help my students navigate texts and questions in their online forms with more accessibility.
AT’s can also be used to provide more means of expression of understanding. Another example from my class using this idea is this year I am teaching students who are in their first year of English education and who have content knowledge in a different language but do not have sufficient vocabulary to express their ideas. In my science course, the students use of their iPads to illustrate and label answers to discussion questions over science content. They also can use translators to create written answers as well.
Though many of my students do not have a visible or identifiable disability, the use of ATs and implementing the universal design principles benefit all students. I was not aware of the principles before this class, but many times the researched bast strategies used in many ESL/ENL/EL classes are shared within the Special Education communities because again, what is beneficial practices for some can also benefit everyone.
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
West, C. (2021) Disability Law: Governing Body for the Field of Special Education. https://voicethread.com/myvoice/thread/3931044/20264283/22268080
Edited by Megan Volz on Aug 30 at 7:02pm
Volz, M.: Sensory Impairments
Reading through the visual and hearing accessibility tool tours, I thought about how limited my experience is with students that are deaf/hard of hearing or have a visual impairment. I know that I have referred students over the years to our nurse and school-based health center because of my suspicions of a vision issue. Besides those experiences, and like much of the course material, the “tours” were very informative in the kinds of AT that can be utilized. Having readers is a great tool in EL for students to hear the language and knowing that we do have screen readers through Microsoft in our school is nice. I know that helping students to learn to control it takes time and I’m curious about the resources each district may provide if they take time to highlight to staff about what they are and how to instruct students to use them. I really thought the Ava app was great in that it could be a tool used by everyone, not just the person who has a hearing impairment. This would be an effective tool in a lot of classrooms. EL students who transition to non-sheltered EL classes, often have trouble following long or open class discussions on detailed topics. Having a transcript would be beneficial for that. For students with hearing impairments, the fact that the app could be used on a phone or an iPad is also convenient as our district provides iPads for every student meaning any person in the building could use the app easily.
When watching through the videos on the products for people who are blind or have visual impairments, I thought about if our district web designer provides an easy-to-scan page for screen readers. I know that a page that is cluttered with a lot of material can be tedious to navigate.
With the Signing Math and Science article I again made connections with EL as the dictionaries were the same as preaching vocabulary and building the language background for students who may lack that so they can be more engaged in the lesson that follows. The article stated, “As an added benefit, the addition of signing appears to positively affect the ability of teachers to convey content for their students who are deaf or hard of hearing. One teacher comments, ‘Using the dictionaries as a preview of the material makes the actual teaching of the content faster and smoother.’” (Vesel, 2015). This being the same method used in EL sheltered classes.
Reference
Vesel, J. (2015). Signing Math and Science. https://www.closingthegap.com/article/signing-math-and-science/
Edited by Megan Volz Oct 14 at 8:35pm
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