1.1 Candidates will be able to design meaningful activities and learning experiences that incorporate the guiding principles of Universal Design for Learning and appropriate technology tools and resources.
To meet the key concepts 1.1 and 1.2 on meaningful activities that incorporate the principles of UDL and learner-centered practices (LCP), my partner and I created a unit redesign in ED 602. Within this final lesson plan, we took a lesson that we currently have in second grade and redesigned it to truly incorporate the Universal Design for Learning principles. Our learning objective was that students would be able to identify the stages of the butterfly life cycle. By redesigning this lesson to incorporate UDL and LCPs, students were given more of an opportunity to access the content and demonstrate their understanding. Within the lesson, there is an appropriate use of technology to help students meet the objective such as utilizing a video to reinforce the information that was presented in an article. By utilizing the technology within the lesson, students are provided with multiple means of engagement. Also within the lesson, there is opportunity for collaboration when students are able to work together to sequence the stages of the frog's life cycle. By providing students with varied activities, there is more opportunity to achieve the goals of the lesson.
1.2 Candidates will be able to apply a learner-centered framework, including learner-centered principles, to the development of learning activities.
See above rationale. The lesson plan is below.
1.3 Candidates will be able to select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning.
In second grade, we have a biography research project. Students research about their famous person, identifying how they used effort, motivation, and persistence to reach their goals. After we go through the writing process, students publish their final draft. To meet the needs of all of my students, I provided them with the tools they need to be successful. I also provide them with the choice of writing or typing their final project. One of my students has muscular dystrophy, therefore some lengthy writing tasks become very taxing for her. However, she is such a hard and independent worker that she sometimes wants to hand write. For the final biography project, I provided her with the choice of writing or typing her assignment. She decided to type her assignment. At the beginning of the year, I collaborated with her occupational therapist about the expectations in second grade, and we discussed ways to support this student in her learning. We collaborated to determine that providing her with a word processing program would allow her to demonstrate her understanding without disruption due to the lethargy associated with her muscular dystrophy. We decided on providing her with Google docs, with WordQ. By adding WordQ to Google docs, her typing process was much more efficient and she was able to type her writing in a timely manner. All year my student and her OT worked on typing with WordQ, so by the time we got to the final project, she typed it with much success! By collaborating with the OT, we were able to evaluate and choose an adaptive technology that would help her to be successful.
1.4 Candidates model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally.
To meet the key concept related to promoting diversity, cultural understanding, and global awareness, my students participated in two activities. Firstly, we participated in the Journey North program with the Annenberg Learner Foundation. In this experience, students were able to connect with students across the globe, but primarily in Mexico. Students learned about the migration of Monarch butterflies to Mexico. My students decorated symbolic butterflies to send to Mexico to symbolize the Monarch migration. Students in Mexico received our symbolic butterflies. After a few months, we received an envelope with other symbolic butterflies from across the world. Some of them came from other states, and some came from Mexico. Students attached information about their geographic location and school on the butterflies we received, so we were able to have an understanding of what life was like for them. Students also put personal information like their favorite food, color, and sport, so my students were able to see how they were similar to their peers in Mexico and in other states. By participating in this global activity, diversity was promoted and students became globally aware.
In addition to the Journey North project, we participated in an online concert with Dave Ruch. This concert was engaging for students and we joined many other students from all over to enjoy the concert. This allowed my students to see how utilizing technology can help us connect with others from various places.