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Over the years, I've come across a name or an acronym that I have no idea what it stands for. In the next few weeks, you will have that experience as well. Special Education, by itself, has a lot of acrostics and acronyms. You will get acquainted with quite a few of these as the semester transpires. I am sure that you will become quite familar with UDL, RSA, IEP, 504, IDEA, or maybe even AACCE MOO PS STV (and more letter strings) on this journey into differentiated instruction. For some of you, your RECOGNITION for different strings of letters may just turn from a weakness to a strength. Hopefully, each of the symbolic concepts. in this course, you will learn to RECOGNIZE WITH EASE.
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As you read, this week, at www.cast.org, you'll be reading TES - chapters 2 and 3. Those 3 letters really stand for our online textbook - Teaching Every Student.
In your field experience and future classrooms, your students will come to you with many different levels of KNOWING. In fact, some of your students will already KNOW much of the core curriculum that is to be taught in that semester. Others, will have the foundation necessary to be taught. Yet, there will be still others who come with big holes or gaps in WHAT THEY KNOW. You will quickly want to understand:
- What do my students know and not know?
- What do my students recognize and not recognize?
- What are the different ways or styles that my students use to pick up their information? .
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People have different ways of connecting information. I often connect things to situations or stories that have had a profound impact on me. Hence, I share with you my "love for sheep".
No, I have never owned sheep, but I've gotten to know people who have. I've learned that when sheep fall down, they need someone to help them get up. The sheep in the picture at the left is a "cast sheep" who is not able to get up on his own without help from the shepherd and his/her staff. The staff is the shepherd's STRATEGY for rescuing cast sheep.Over the course of your teaching career, you will come across many students who are "stuck", paralyzed, can't move on, or in a sense "cast". They don't have the skills or the strategies to solve their problems. They need to be rescued! Your challenge as their teacher / "shepherd" is to come up with a strategy or strategies that will help them get on their feet in this journey of learning.
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In the video below, a young man shows how by simply using common items available to him and stacking them, one on top of the other, he developed a strategy for solving his huge problem..
Enjoy the video and make the connections!
It will be good to continually ask yourself,
- How does each student connect with and express what he or she has learned?
- How do they use different strategies to organize information the information presented to them?
- How might the concept of S.A.M. (Strategies, Accommodations, and Modifications) set him/her up for success?
Suppose that in your first year of teaching, you learn that you are going to have a student, in your inclusive classroom, who will come with an IEP and a One-to-one Paraprofessional. This student already has a history of Special Education services that are covered by the IDEA. You will quickly learn about all of his/her needs and the services that are required.
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On the other hand, you'll have a classroom full of students who you know very little about. It will take some time for you to wrap your mind around the array of personalities, preferences, interests, backgrounds, and NEEDS of each student. It will be good to often ask yourself:
- WHY is this student this way?
- WHY does this student do things in this manner?
To begin our journey as your "shepherds" through the maze of differentiation, each of us who teach Differentiated Instruction would like to know a little more about our own students. To expedite that, we will use the RSA format. First, you will need to learn more about RSA. Therefore, begin with Activity #1 below and make your comment before completing ACTIVITIES 2, 3, and 4. These activities could take you an hour or more. Remember to write your entire comment on a WORD document before you copy and paste them into your class' assigned area.
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ACTIVITY #1: TES @ http://www.cast.org/
1. How to navigate cast.org:
a. Click on the link above to go to the CAST site.
b. Once on the Home Page, click "Learning Tools" up at the
top.
c. Scroll down as you are counting the learning tools links 1, 2,
3.... Go to the 8th learning tool. This is your online text
entitled Teaching Every Student - TES. Click on the
book name-which links to the book.
d. Find the words Learn About UDL and notice that
underneath those words are 3 sections.
e. The first section is called THE BASICS and it has 3 parts to
it. THE BASICS is this Activity #1. Follow the directions
below to complete THE BASICS.
- THE BASICS first bullet is for the chapters of your online text. Click there and read chapters 2 and 3. When you are through return here.
- THE BASICS second bullet is to 4 very short video clips. Click on one at a time and then push play to watch. When you are through watching all 4 return here.
- THE BASICS third bullet says to READ THE UDL GUIDELINES 1.0. Yet, I believe we need to take this section very slowly. Therefore, I just want you to click on this third bullet link. Then, on the right sidebar click on Principle 1: Provide Multiple Means of Representation. Read through Guideline 1 and Checkpoints 1.1, 1.2, and 1.3 so that you really get a grasp of what it is talking about here. - - - - Congratulations, you are almost finished with Activity #1. It is now time to make your blog comment before going to Activity #2.
1. On your WORD document, after #1, write in this order: DI followed by your section number, your professor's name, YOUR INITIALS, and the Class ID number that your professor has assigned to you.
2. What does RSA stand for? Write the 3 words.
3. RECOGNITION NETWORK:
a. WHAT's one new thing that you've learned by going to TES?
b. WHAT was the method or representation by which this one
new thing caught your attention and it stuck with you?
Reading it? Watching a Video? Connecting it to a real life
experience? Other?
4. STRATEGIC NETWORK: Answer these two questions:
a. On the video, on this blog, about Nic V, HOW did he use the
book as a strategy to help himself?
b. I love expressing what I know about the importance of
flexibility and flexible grouping to future teachers. I do this
by connecting to hooks like a rubberband and/or dice.
HOW might you express what you have learned about
differentiation this past week?
5. AFFECTIVE NETWORK: Keeping students engaged is often a
challenge.
a. WHY must we learn WHY students do what they do?
NOTE: Go ahead and submit your comment BEFORE doing Activity #2 below which is the 3 BRAIN NETWORKS activity.
ACTIVITY #2:
Return to your online text - TES. The second section of LEARN ABOUT UDL is the Activities section. How the Learning Brain Works: Your 3 Brain Networks. Complete this activity and email it to your professor. How? Go through the activity and put a detailed answer in each box. Make very sure to write in complete, descriptive, and professional sentences unless it asks you to list. Please understand that points will be taken off for mechanics. (PLEASE, PLEASE, PLEASE write the following in the subject box of your email: 3 BRAIN NETWORKS, your DI section number and your name. Thank you.
ACTIVITY #3:
Return again to your online text - TES. The third section of LEARN ABOUT UDL is the Case Studies section. Read them and come to Week 2 class prepared to discuss.
ACTIVITY #4:
Read chapters 1-2 of your Heacox textbook AND chapter 1 of Tomlinson. Come to class prepared to answer questions and discuss.
ACTIVITY #5: FOR SIKES' DI SECTIONS (and for others who have been directed by their professors to do so):
1. Research the meaning of your first name. Bring that info to Week 2 class.2. I have different items that connect to who I am and help describe me: a quilt, a sheep/staff, a pitcher, a globe... I bring these items to class. Instead of an item, I would like for you to each bring a picture that you have printed off the internet that is no larger than the size of a file card. (In fact, I want 2 of that same picture copy and pasted to one page). This picture (copied twice) would be your "item" that connects to who you are and helps to describe you.
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WHEW! Thank you for participating in this double blog post adventure. Remember that blog posts and all email assignments are due to the professor before or by midnight the night before the DI class meeting. That means that Week 1 and 2 Blog comments should be completed and submitted AND your 3 Brain Network Activity emailed to your professor before the deadline.
We'll see you soon in WEEK 2 class!
46 comments:
1. DI-2-Sikes
#19 C.C
Week 2 Blog
2. RSA: Recognition Strategic Affective
3. a. I really learned the importance of flexibility. Speech, text, and images may all have their advantages in a learning environment but there needs to be a balance because they all have limitations as well. For example, I am a visual learning so I take to images but I agree that images lack clarity for difficult information.
b. This new information stood out to me because I connected it to myself and my future classroom. Also, the visual set up of the text kept me intrigued. I enjoyed how the pages were set up sort of with a pro and con disposition.
4. a. With strength, both mentally and emotionally, Nick used the book and his head to stand back up.
b. Our fingerprints make us all unique but the ways we learn and interpret are just as unique, maybe even more.
5. Students do what they do for a reason. Therefore, to understand why a student is doing what they are doing is to understand the student. For example, a student is constantly fidgeting during class and continues to not pay attention. As an educator I must learn why he is doing what he is doing because it affecting his learning. Maybe he has ADHD or maybe he is a gifted student who is bored with my lesson. Nevertheless, it is vital to determine the reason.
Differentiated Instruction-Section 2
Professor Sikes
#12
Activity 1
1. RSA stands for Recognition networks, Strategic networks, and Affective networks.
2. A. I have learned that recognition, although it seems like a simple task, is very complex within the brain.
B. The method by which this new thing caught my attention and stuck with me was by reading it and connecting it to a real life experience. The example of RSA was a birthday card and all the processes that come along with it and I connected this to real life.
3. A. Nic V used the book as a strategy to himself up while he was down without arms or legs. He positioned his chin on the book and used the book and himself to pull himself back upright.
B. I might express what I have learned this week as a peacock, like the one from the video from blog 1. The peacock stood for being different but still having significance, just like everyone in the world and it is a good thing to remember, especially in this class and as a teacher.
DI section 2
Professor Sikes
TS
2
RSA stands for: Recognition, strategic, and affective networks.
Recognition Network:
A: One thing I learned by going to TES is that hearing words and seeing words are translated in two different parts of the brain.
B: The representation that caught my attention and allowed me to learn this was the picture in figure 2.4 of the PET Scans and seeing each hearing words and seeing words and the area in the brain where it is processed.
Strategic Network:
A: Nic V uses the book on the table to provide leverage for himself to get back up.
B: I think in order to express what I learned this week about differentiation that I would also use a hook. The specific hook I would use would be a snowflake, because each and every snowflake is unique like each and every student. The snowflake would serve to remind me that because of this uniqueness I will have to constantly look for different ways to reach different children.
Affective Network:
We must learn why children do what they do to understand how we can better reach a child. If for instance a child is acting out in class, there may be an underlying issue such as problems at home that the child is preoccupied. It would be unfair to simply label the child as uncooperative and not try to help that child. If we figure out the reason as to why a child is doing a certain thing, we can try our best to help that child.
DI3SikesMG19
RSA stands for the three brain networks: recognition, strategic, and affective.
One new thing I learned by visiting TES was about how I learn in more detail. Having different networks in my brain to perform certain tasks makes sense, but I had never thought about it that way. I have used the recognition, strategic, and affective networks daily but never knew that they were all separate functions. The part that taught me the most was through the video because they broke down the essence of each network in a simple way. This was also more helpful because I could read the subtitles and hear the narrator talk, which is how I like learning.
Nic V used the books to stand up even without the use of arms or legs. When he was able to lay the book on top of each other, he created leverage in order to stand up again.
In order to understand the concept of learning bottom up and top down, I would use a small version of the pyramid that builds up with separate rings. This applies to learning bottom up and top down because you must build the knowledge from either end, which should be done by laying more rings on top of one another. This would help with differentiation because it shows two different learning styles that need to be addressed within the classroom for students who learn either way.
We need to know why students behave the way we do in order to understand where they are coming from. With understanding why a student acts the way the she/he does can help correct behavioral problems as well as achieve a greater work ethic. Knowing the reasoning behind certain behavior can benefit the child’s academics as well as the class’s environment as well.
DI3SIKESAT3
2. RSA stands for Recognition, Strategic and Affective networks.
3. Recognition Network
a. After visiting TES I was overwhelmed with information! One new thing that I learned is that the brain also known as a network consists of smaller networks. Three primary networks that contribute to learning are recognition, strategic and affective networks. The Recognition network is the “what of learning.” The Strategic network is the “how of learning.” The Affective Network is the “why of learning.”
b. The method of representation by which this caught my attention was where the information was placed in the chapter. It was placed in the beginning, which helped me assume that it was important and going to be discussed. The videos and pictures caught my attention even more.
4. Strategic Network
a. Nic V used the book as leverage to help lift his self back up. Because he has no arms or legs, he had to use his head to lean on the book to push his self upward.
b. To express what I have learned about differentiation, I would use Tug of war. Tug of war can connect to the concept give and take between a teacher and student. As much as a teacher gives to his or her student is how much will be given back. Teachers need to give their all to their students so that the students are able to learn. Being that students learn differently, teachers need to do whatever they can in order to help those students that fall behind. The concept also shows that a teacher pulls knowledge from his or her students as he or she evaluates the students to better understand their conceptual ability. Inversely, the teacher gives knowledge to his or her students allowing them to learn the material being taught. This is Tug of war, going back and forth, give and take. Ultimately, every teacher’s wish should be to lose!
5. Affective Network
a. We must learn why students do what they do to prepare ourselves for what may come next and how to fix it in the future. We must learn why students do what they do so that we can prepare ourselves to help them learn by coming up with better strategies and ideas. We must learn why students do what they do so that we can understand and learn to be patient.
1. DI3SikesKK16
2. RSA- Recognition, strategic, affective
3. Recognition Network:
A. I learned it is the teacher’s job to understand the student’s strengths and weaknesses in the networks, so the teacher can provide support and maximize the student’s opportunity to learn. I learn some ways to go about doing this.
B. This caught my attention because it connected it to a real life experience. They gave real example of weaknesses and strengths in a student and showed what the teacher did to help guide the student. I was able to grasp more of the concept.
4. Strategic Network:
A. Nick used the book as support to help him get up. He could not get up by himself so he needed the help and the support of the book to help him get up gradually. Just like a student with disabilities needs the help and support from his/her teacher to reach their full potential.
B. I would connect my knowledge of differentiation to a hook like a picture of zebras. For far away they all look the same with black and white strips. However when looking closer you see that the strips are in different places and are different thicknesses. Just like when looking closer at students you can see that each student has a different way of learning and preserving things.
5. Affective Network:
A. We must learn why students do what they do because it gives us a better understanding of the students’ weaknesses and strengths. That way we have a better understanding of how to teach the students so they reach their full potential. For example, we have to understand why a student is acting out in class and not paying attention so we can cater the lesson to help him/her be engaged in the lesson.
DI 3 Sikes DG 18
RSA stands for: Recognition, Strategic, and Affective networks.
Recognition Network
One new thing that I have learned by going to TES is about bottom-up and top-down processing.
Reading the connecting to life experience about Ms. Sabian and Paula really made this process stick with me, it also made me go back and reread about bottom-up and top-down processing again to better understand it.
Strategic Network
Nic V used the book as a strategy to help himself get back up, because as he says in the video, its not the end, it matters how you are going to finish.
I might express what I have learned about in differentiation this past week by sharing with others about how people, especially teachers and future teachers, need to be flexible when teaching students because everyone has their own way of learning.
Affective Network
We must learn why students do what they do so that as a teacher you can better understand your students. By knowing if something is going on at home that may be affecting their school work, or just knowing which students like to read aloud to the class and which ones do not. Knowing these things may help you become a better teacher to your students.
1.) DI, Section 2, Sikes, SO, 7
2.) Recognition, Strategic, Affective
3.) a. I learned that using top-down and bottom-up processing is most effective when teaching and learning to read.
b. The text explained how in bottom-up reading, we process the letters first, then the words, sounds, and meaning. In top-down processing, we recognize the letters from their context. This made me think of my own experience, where I observed students learning to read. Both of these methods were used to teach reading. The students were learning the individual letters and the sounds, but at the same time, each week they were assigned “sight words” where they were able to recognize the letters after having been associated with the specific word.
4.) a. Nic V new that he had a goal—to get back up, and devised a plan or strategy to achieve that goal. He was able to use the book for support and lean against it, putting pressure on the book to aid him while pushing himself up.
b. I would express differentiated through a hook of different stickers of super heroes. Every student is his or her own super hero. The super heroes all have something that makes them stand out, makes them different to everyone else, but they use these differences to their advantage. The super heroes use their strengths to help others and become successful in a way that may not be expected, but successful nonetheless.
5.) a. Sometimes students behave in a way that stands out to us. It may take away from their success in the classroom. We need to find out why the student is behaving the way he or she is behaving in order to hopefully address the problem. If we find out what the problem is, we can make adjustments in the classroom so that the student is successful.
Activity #1 DI3 Sikes KM 11
2. RSA stands for recognition strategic and affective networks.
3. Recognition Network
A. By looking at the TES website I have learned that the brain has a vital meaning to learning and storing information and also by what you look at first and what you think is going on with yourself can make the difference because of your own personal experiences and thoughts.
B. The one method I chose where something new caught my eye was the picture activity we had to do. Realizing different people see and imagine different things by looking at just a picture with a few simple objects in it can go a long way. You need to use your imagination and creativity, but most of the time someone will choose what they think due to past experience or something that strikes them in the very beginning during the visual aspect of seeing the picture. Knowing that your brain works differently for everyone is what really caught my eye though, you can have a classroom of 25 students and every single student can’t have a different thought or image.
4. Strategic Network
A. In this video, Nick physically and mentally used his head on his book to help him get back up after falling without the help of his legs or hands or arms. He used his book as a prop and his head as a tool to help him get back up and try if he kept failing.
B. I would use play-doh as my hook to connect flexibility and the shaping of things in whichever way you want to represent what I have learned about differentiation in this past week. Being able to sculpt and stretch the play-doh however you want or however works for you represent the thought process of students and how different they all are.
5. Affective Network
A. It is important for us as teachers to know why students do what they do because it can be a sign or example of maybe what is happening in their home life or private life that they are not telling people or expressing what is going on. For example if the student is loud and obnoxious in class maybe it is because at home they are hurt and are not allowed to speak out so then they do it in class because they can.
Activity #2 DI3 Sikes KM 11
My Three Brain Networks
Recognition Network
Items I recognized:
The item's I see in this picture are as follows: a room with wallpaper, children, a chair, two women, a man in a nice suit jacket, a table, picture's on the wall, a maid and an older woman in a black dress.
Strategic Network
How old are the people in this picture?
There look like there are many different age groups in this picture. The lady in the black dress appears to be the oldest and the man in the nice suit appears to be in his 40's to me. The children in the back look to be young, I would say about the ages of 8 and 10 and the woman in the back seems to look like she is in her 30's.
What historical period and geographical location do you think this picture represents? Why?
This picture looks like it can be in the early 1940's because of the way the people are dressed and the style of the furniture in the picture. I also for some reason think the geographical location is somewhere in Europe, maybe Germany.
How might the people be feeling in this picture?
It seems to me that all of the people in the picture seem to look tense and frightened and they also look like they are receiving disturbing news. Whereas the man in the long jacket looks like he is ready to reveal bad and sad information.
Affective Network
What in particular strikes you about this picture?
The woman in the front seems to be frail and sick and is about to fall over and everyone else in the room has their eyes on the man that just entered the room. The setting and the style of the room grabs me as well to try to find out when and where this picture is happening.
Note something about yourself that might have led you to focus on these particular aspects:
When my grandmother died, my father entered the room and told my sisters and I that she died. We knew it was coming but when it hits you at that exact time and you see someone approaching you with a serious face like that during that time period of what you are going through it feels the same as this picture.
Activity #1 DI3 Sikes MD22
2. RSA stands for recognition, strategic, and affective networks.
3. Recognition Network:
a. After going to TES, I’ve learned that everyone uses a different part of their brain when learning something new. According to which part of the brain one is using, that person will focus on different things.
b. The representation that best caught my attention was the videos. I am a visual learner, and I found that I could better understand the material after physically watching the videos. The first video especially, “Diversity of Learners,” caught my attention. Like the speaker in the video said, it is extremely important to connect to each and every student and their disabilities. The speaker commented on how the phrase “one size fits all” does not apply to students, and I think that is extremely important to keep in mind when teaching students with different needs.
4. Strategic Network:
a. In this video, Nick Vujicic used the book as a strategy to help himself get back up, physically. He stacked the books and used his head, pun intended, to stand back up. This symbolizes the importance of using your head, or rather deeply thinking about the strength it takes to stand back up on your feet after you fall down.
b. To express what I have learned about differentiation, I would use a gummy bear as a hook. As it is important to be flexible and accommodating to every student, gummy bears are equally flexible and can be stretched to the limit. This would be great and connective for students, because what kid doesn’t like gummy bears?
5. Affective Network:
a. It is extremely important to understand why students do what they do. For example, when a student sleeps during class, it may not necessarily mean that they do not care about school, but rather that their home life is not stable and they are not getting the proper sleep that they need. It is equally important to understand that all students learn differently, and that a teacher must address every students’ individual needs.
DI Section 2
Sikes
AC 18
Week 2 Blog Post
1. RSA= Rehabilitation Services Administration
2. a. I learned that there are three different sections of the brain that are responsible for the “what”. “how”, and “why” learning aspects.
b. I liked how the video clip was made to demonstrate this idea of the different sections of the brain. The visual picture of the brain also helped it to stick in my mind.
3. a. I thought the video about Nic V. was amazing. He used the book to help him to get up after he had fallen down.
b. I think that a good way to express what I have learned is by giving each student a different colored crayon. Every student learns different and in his or her own way, just as every color of crayon is different. Some are similar, like different shades of blue, but no shade is completely the same.
4. Once we, as teachers, understand why students act or respond the way they do, we can have more of an understanding to help that student to get through the obstacle to help them learn better and more efficiently.
1.DI 3.5 Sikes J.G. 17
2.RSA: Recognition, Strategic, and Affective networks.
3.a) I learned that bottom-up processing is in the nervous system where information flows from structures at lower levels of the brain to higher-level brain structure. For example, recognizing letters by their features, synthesizing them into words and sounds, and then analyzing the words for meaning.
b) This concept stuck with me by reading it and connecting it to a real life experience. I didn’t fully understand the definition of a bottom-up process until I read the example of it. This example helped me connect it to a real life experience of learning how to read.
4.a) Nic V used the book as a strategy to help himself up by using it as a resource and a platform for his head to get support, then to lift himself up the rest of the way by himself.
b) I would express what I’ve learned about differentiation in this past week through conversation. I would inform others of what I have learned by giving them different examples of the different concepts that I have learned. I would show different videos we’ve watched and explaining different sections of the text.
5. We must learn why students do what they do because we as teachers need to understand out student’s strengths and weaknesses. We need to understand their learning style and adjust our lesson plans to help them in whatever way they need to learn. We have to understand why some students can complete an assignment and others cannot weather it be they don’t understand it or they just don’t want to do it.
ACTIVITY #1.
1. DI3SIKESBS5
2. Recognition Strategic Affective
3. I newly learned about the Universal Design for Learning. UDL is a teaching style that maximizes learning for everyone. Teachers are flexible and use UDL to accommodate those who need it. The representation that was best for me was the UDL guidelines. The guidelines broke the material down into sections and examples. It explained UDL in a way that I could easily understand.
4. Nick used the book on the table to help him get back up. He strategically placed his head on it to give him leverage to bring his body up. I would express what I learned this week in differentiated instruction by thinking with different perspectives about people. Instead of thinking of the disabilities to accommodate, I can think of the abilities to development on. This activity has opened my mind up to look for the strengths in everyone.
5. We must learn why students do what they do because they will not benefit otherwise. If a teacher knew nothing about his or her students the teacher would not teach accordingly. Every child is different and learns in a different way. The teacher needs to adapt to the children to maximize the education they are getting. For example, if a student has problems hearing from the back of the classroom, it would be better for the teacher to know to accommodate the student. If the teacher did not accommodate students, he or she would be taking away from the students’ education.
Activity # 1:
1. DI – Section 2- Professor Sikes- A.C. #22
2.
3. One thing I learned by going to TES was the many reasons why we need flexible instructional media within the classroom. I also learned how digital media can be very versatile and transformable and is beneficial to ALL types of learners.
The method by which this caught my attention was that I connected it to a real life experience. I often find it difficult to understand and comprehend material through just reading, but when there is combinations of text on video, sound in text, or video in text, I find it much easier to comprehend and I often am more interested in what the material is saying. I feel as though many students go through the same difficulties as I do when it comes to reading and if there was more instructional media within the classroom, then teachers would be able to reach to the many different kinds of learners in the classroom.
4a. Nic V put his head on the books to help him stand up.
b. I also enjoy “hooks” and feel as though I would express what I have learned about differentiation this past week. I remember things or do things best when I can associate them with something else. When I see the object that I associated something with, it reminds me of that association. For example, by wearing the rubber band while I am student teaching, it will be a constant reminder that I need to be flexible while I am teaching. By providing “hooks,” you are better able to express your idea and the audience is better able to comprehend and remember what you are saying.
5. We must learn why students do what they do in order for us to be the best teachers we can be for them. In order to reach every student, we must relate to every student and understand why they do the things they do. By relating to them, we can reach them on a more personal level and better get our point across to them. The student will also give you more respect when you show interest in them and the things they do, which will only create a better learning community within the classroom.
1. DI3 SIKES LS4
2. Recognition Strategic Affective
3. A. From TES, I learned that students learn in different ways. One teaching method may be effective for one student, but be ineffective for another. TES explains different ways to accommodate for students that learn in different ways. I learned that it is important to have different strategies to teach a subject so that all students can learn and understand.
B. This caught my attention because it gave examples of real life experiences in a classroom. Being able to read about specific examples of a classroom allowed me to understand the different strategies that were used. It also helped me to understand the types of situations I will be in when I become a teacher.
4. A. Nic V. uses the book to help himself up. He puts his head on the book and pushes on it to lift his body back up.
B. I would express the importance of flexibility and flexible grouping to future teachers by a bendy straw. The bendy straw symbolizes how a teacher would need to bend in different directions to be able to satisfy the needs of all the students. I would show that a bendy straw bends in different directions or even can be straight up, which would show that there are many ways that students can learn.
5. It is important that we learn why students do what they do so that we can teach them. All students are different and therefore do different things. Understanding why the students do the different things that they do helps teachers be able to use different methods of teaching. This allows all students to be able to learn as effectively as possible.
1.DI3, Sikes, AN-10
2.)Recognition, Strategic, Affective.
3a.) By going to TES I learned that not all students learn the same. Some students have differences with recognition, strategic, and affective networks. Also some students are just not interested in learning. As a teacher you must accommodate to their needs, and incorporate their interests so that the student will enjoy learning and do better in school.
3b.)This caught my attention because the situations were being connected to real life experiences. When I read stories that have occurred it puts things into perspective that this situation can happen when I become a teacher. This caught my attention because I want to learn from what these teachers did to accommodate their students so their students could succeed.
4a.) Nic V. used the book to help himself get up. He put his head on the book which helped him lift himself back up.
4b.) This week I learned that teachers must be flexible enough to teach by multiple means. Every student learns differently and as a teacher you must accommodate to their needs. I can do this by connecting to the hook we learned this week, M&M’s, which stands for multiple meaning.
5.) We must learn why students do what they do because in order to understand how the students think you must understand why they do the things they do. If you can comprehend the students then when the student needs help understanding a concept you can try to relate it in a way they understand.
DI
Section: 2
Professor: Sikes
BC 20
1. RSA Stands for R (Recognition) S (Strategic) A (Affective)
2. Recognition Network:
- One new thing I’ve learned from TES for the Recognition Network is located in the back of the brain and helps us identify patterns of sound, light, taste, smell and touch. That each student recognition information given to them in a different way. That when using different material to convey a lesson whether it be a speech, images, or media the students will recognize different key elements being taught and that although there are several advantages that come with recognition ever part of RSA is vital to allowing the students to gain full knowledge of a concept being taught.
- After reading chapter 2 and 3 the one new thing that caught my attention and stuck in my head was connecting to real life experience after reading helped me to better understand each new method better. When reading the Classroom Examples: Differences in Recognition the story about Mr. Costa and Sophia allowed me to understand mentally how to apply everything I had read about recognizing students talents and difficulties and how to weave them together for the student and also to gain a different alternative when teaching a classroom as a whole.
3. Strategic Network
- In the video about Nick V he used the book in his demonstration to help to get back up again since he was showing the students that even though he has no hands or legs and he fell down he didn’t give up he just learned how to get back up again.
- To express what I have learned this past week with a hook/ object would have to be a Chinese finger trap. Now although it may not be so clear at first but allow me to explain. That with a Chinese finger trap two colors are woven together (i.e. the Teacher and Student) and they need to work together in order to be not stuck. But more importantly have to work together in order to meet a common goal and have patience with one another in order for an end goal to be met. Through this week of differentiation I have learned how important it is for the teacher to take time to get to learn the student along with the student being flexible with the teacher.
4. Affective Network
- Understanding why students do what they do makes all the difference in getting material effectively across to the students. Each student is different and has different things that interest them and things that don’t; but by understanding why students may not pay attention to certain things so us as Teachers are able to asset the student and give alternative methods for getting material across such as visual, auditory, media video, reading etc because when understanding why a student does what he/she does the teacher is better able to help that student gain the knowledge they need to know and help them better understand because when a teacher treats all students the same not everyone is going to get the material and be suffered for it in the long term.
1. DI 08216, Professor Sikes, AS # 4
2. Recognition, strategic, and affective.
3. A. I have learned that different mediums provide different effects. Some mediums are text, speech, and image. The brain figures out a way to understand it and how effective it can be. If teachers understand each media and how the brain functions with them, he/she can implement them in the classroom. Each media can help students in different ways, therefore it is important to understand the strengths and weaknesses of each.
B. After reading the text, I have learned about the different mediums and it has caught my attention. In addition, I was able to my new learning and create a connection to my personal life experience. I learn differently through several mediums. For instance, I typically enjoy images and speech. Today, I learned something new from reading the text. I think it is very beneficial for teachers to understand how different mediums work with students. It is also a great way to change the structure of a classroom. Through my own personal experience, I believe reading certain text becomes boring; therefore, at times I would prefer a video instead.
4. A. I believe Nic V used the book as a strategy to literally help him get back up. I also believe he was creating a moral lesson with the book. Sometimes students may feel the need to close the book or call it quits with the struggles they may have. But Nic V expresses that although you may fall down again and again, it’s not the end. Finding the strength to get back up and try again is what matters the most. I believe Nic V creates a valuable lesson. The book helped Nic V get back up, students and others need to find what will help them get back up.
B. I have learned so much about differentiation this past week. I loved learning about the different hooks (I know there are more to come). Most importantly, I learned that no matter what type of learning disability a student may have, all students are unique and important. Students with learning disabilities can accomplish so much. I believe this is a motivation to help me achieve my goals and make accomplishments. I would express this by finding items that represent my goals and place them in a box. Once I accomplish a goal in the box, I will place it on a shelf or in another box. Therefore, I can see the goals I have left and the goals that I have accomplished. This could also work well in a classroom.
5. It is very important to understand students and understand why they do what they do. A student could have a learning disability that went undiagnosed. In order to give a student an opportunity, it is important to understand them. It is also best to figure out why they are doing what they do because we can help them in many ways, such as learning. Students have a reason for doing something. Students may not even realize the things that they are doing, or maybe they do. Our job is to identify why they are doing it in order to give them the best learning experience.
DI BLOG COMMENT - WEEK 2
DI- 0808.316 Sikes-
WCM Class ID: 9
2. RSA stands for recognition, strategic, and affective networks
3. Recognition Network
A) One new thing that I have learned from going to TES is from the classroom example of Meet Mr. Mitchell and Jamal, how Mr. Mitchell by using scaffolding to make sure that the method in which he teaches Jamal is in a way that he is able to understand and learn since he is slower than the rest of the class.
B) The above example of learning from Mr. Mitchell really showed to me that being a teacher you have to be able to teach to so many different learning abilities. Some of the students in my classroom might be like Jamal and not able to learn the way that I am teaching. So from reading this I really see that this does really happen in the classroom and for me to be the best teacher that I can be I have to be able and willing to teach in a different way or method that will benefit to all my students in the classroom.
4. Strategic Network
A) I will express what I have learned about differentiation this past week with a mirror. Why I choose that is because when I am teaching and I am looking at the students that I am teaching when I have no clue what I need to do or when I am at a loss when it comes to teaching my students, by looking at the mirror I will see my reflection. Seeing my reflection, I will have to look at myself, long and hard and thing of how I would teach these students or how I would want to be taught if I were in their shoes. The mirror will be a eye opening view of myself and to get focused and back to what I already know and have learned how to teach.
5. Affective Network
A) We must learn why students do what they do so that way as teachers we will be able to know how to teach these students in a way that the knowledge will stay with them for years. If a student is going to be slacking off and doing things that they should not be doing, by the teacher knowing the reasoning behind why they are acting that way the teacher will be able to change that behavior and then be able to keep them more focused on learning.
DI 2
Dr. Sikes
KY
1
RSA- Rehabilitation Service Act
Recognition Network
a. I learned that no two people can ever think exactly the same way that our thoughts are like a fingerprint; they are 100% unique.
b. The method that was used to catch my attention was text. I read how every brain thought is unique. It could also be that I connected it to a real life experience. Knowing that no one will think exactly the same way I do can make accepting others idea easier.
Strategic Network
a. Nic was able to evaluate the situation he was in; stuck on the ground. He identified the goal as getting himself back into an upright position. Nic then saw that he could use the phone to help him get up; he then executed the plan. He used a multi-step strategic process.
b. I would express what I learned about differentiation with a tye-dye object. When something is tye-dye, it’s a blend of colors. The colors are both independently shown, and blended together. It can show that even though the colors may not have turned out prefect, they still make something beautiful.
Affective Network
a. As a teacher, we must learn why students do what they do so that we can help them fulfill their potential. If we don’t understand a student, then how are we supposed to be able to help them? Many times students act for specific reasons, whether it’s because they are in trouble, they don’t understand, or something is just wrong. In order to make things better for them, we must figure out the underlying reason for their actions.
1. DI 2, Sikes, AF, 14
2. Recognition, Strategic, Affective
3. RECOGNITION NETWORK:
a. Recognition processes are distributed to different parts of the brain. For example, visual recognition takes place in one part of the brain and auditory recognition takes place in another.
b. In chapter two of TES, there was a picture of a PET scan showing the different areas of the brain illuminated for the different distribution of the recognition process. Along with reading the information, the visual presentation also helped me remember this.
4. STRATEGIC NETWORK:
a. Nick used the book as leverage to use his head to help him get up.
b. If I were to connect what I’ve learned in the past week about differentiation by connecting it with a hook, I would use a Matchbox car. Inside of the Matchbox car is the engine that makes the car run. Inside the engine are many different parts that make the engine run. Each part is different and unique to the engine, but without taking care of every single part, the engine would not run. This would connect to having many different and unique students in a classroom. Without each student being properly paid attention to and taken care of, the classroom would not run properly.
5. AFFECTIVE NETWORK:
a. Every student sees and interprets the world around them differently. Students will do what they do based on how they see and interpret different situations. It is important to be able to know this because every student is different. Different home lives, cultural differences can play a big role in how students see the world and learn in the classroom.
# 1. Di3 Sikes LM12
# 2. Recognition. Strategic. Affective.
# 3.
A.) One thing I have learned by going to TES is that each student’s learning style is as unique as their fingerprint or their DNA. I always thought that all students could be cast into only a few different types of learning styles; thus, the teacher would teach to those couple of styles. However, now I know that it is more than that. It is teaching to each individual student, and in a class of 24, there will be 24 different ways of learning the material that I am teaching.
B.) The method by which this new idea caught my attention was when I read the fact involving the DNA and fingerprints. Knowing that all 7 billion people in the world have their own unique set of these with one never repeating, it really shocked me to learn that there are just as many ways that people learn information.
# 4.
A.) In the video, Nick used the book in order to help him get up. Knowing that he does not have any limbs in order to aid in his getting up, he needed a sort of “middle step” to aid him. He needed something that could get his head off the ground just enough to help him to the stage in which he could continue on his own. He knew that he could never do it on his own, and that it was okay to ask for help, which was a big message in the presentation to the students.
B.) Learning this week just how different and unique everyone is from one another, I would use a bag of chips as a hook, specifically Doritos. Each student would take a chip and would compare to their chips to the other students around the room. While each chip is set out to look the same, the same size and triangular shape, you never get two that are the same. Some pay be folded, broken, etc. While they are all the same chip, each one is unique. Just like the chips, while all students are humans, each one is unique.
# 5. As a teacher, it is important to learn why students do what they do in order to help them change their ways if need be. If a student is constantly distracted by things in the classroom, the teacher needs to find out why they are distracted. Is it because they are not understanding the information, or perhaps they already know it and are bored? Knowing the why can help to rectify the situation to get the student back on track.
#1 DI 20387, Sikes, KO, #6
#2. RSA stands for recognition, strategic and affective. They are types of processing networks
#3 a) Something new that I learned was the bottom-up and top-down processing. I had never heard these terms before and they really made sense as to how people process information.
b) The method for learning was reading it but I also related back to my own experiences.
#4 a) Nic V used the book as a way to pick himself back up after he had fallen over by having it stacked on top of something else.
b) I would express what I have learned about differentiation through a rainbow because everybody is a different shade of learning but they are all bright in their own way.
#5 We must learn why students do what they do so that we can adapt our own teaching methods to benefit the student’s needs. If we do not recognize why they do things we risk the struggling or falling behind.
DI Blog Comment- Week 2
DI 08316-2, Professor Sikes, LD, #15
2) RSA stands for the three interconnected networks of learning: Recognition. Strategic. Affective.
3a) I learned by going to TES that all students may have the same structure of the brain, but how every brain is different. Every brain learns a different way; therefore every student learns a topic differently.
3b) Reading about the different parts of the brain and how it distributes the information to different sections to how a student learns is what stuck with me most. I then applied what I read to how I learn, making the connection of the words I read to how they are done through my actions.
4a) In the video Nic V used the books as a guiding tool. His lecture involved how sometimes when we fall down a person may feel like they cannot get up. He mentions that even though it may be difficult, it is not impossible. He drills the point about never giving up. Sometimes we need a little help to get up again. He uses the books as his “guide” to stand again. The point of how there is no shame in asking for help also comes through.
4b) I would express my learning of differentiation through a book. No story in a book is ever the same. Some may have a similar topic or plot, but they are all different. Like every book, every student is different. Some my have similar difficulties, but everyone has their own way of learning.
5) All teachers need to understand their students as a single person. We need to understand what a student does because of how they perceive the situation. Depending on how they learned a problem, or made a mistake, it is up to us to understand the reason behind it. From their point of view they might not understand what they did wrong or incorrectly. It is up to us to show them the path.
#1
DI3SikesIJM13
2. Recognition Strategic Affective
3.a. I learned by going to tes that the recognition network allows you to recognize multiple objects at once and even lets you see one object in different ways.
3.b. Looking at it caught my attention.
4.a. He used the book as a strategy to help himself get back up.
4.b. You must be flexible as a teacher, because then you are able to reach out to students through the different ways that children learn because not everyone learns the same way. If you are not flexible then you won't be teaching your whole class, maybe just half if you are not flexible.
5. We must do this so we as teachers are able to help and support all learners. Finding something that a student does and enjoys like Mr. O'Connel did and bringing it into the classroom to help teach will engage that student.
DI3SikesAF20
2.) RAS stands for Recognition, Strategic, and Affective. They are all types of networks that our brain uses to think and process information.
3a.) One new thing that I learned from going to TES is that the concept of Universal Design can be applied to learning, creating the term Universal Design for Learning. It made me think of teaching from a multisensory perspective, but keeping your teaching tools flexible so that all your students can access and comprehend the material.
3b.) The method of representation that caught my attention was the video that I watched. I can recall multiple discussions from my Human Exceptionality class where we talked about the concept of Universal Design; what it was and how it really benefited everyone. From here, I was able to remember a paper that I wrote for this same class about how the concept of Universal Design could be implemented within a lesson plan. I did my best to create an environment where learning could take place by allowing all information and materials to be accessible to all different types of learners. I believe this concept stuck with me because of the images that triggered pre-existing schema!
4a.) Nick uses the book as a strategy to help himself by placing his head on it, and allowing it to support his weight while he “pushed” himself back to an upright position.
4b.) From what I have learned about differentiation in this past week, I would choose to represent what I have discovered through a piece of Play Dough. I need to remember to mold myself and my teaching styles to fit the needs of my students. I need to change colors when the image is blurry or the students need something to stand out. Finally, I need to remember to always keep play as an element in my teaching strategies so that I create meaningful experiences for my students.
5.) We must learn “why” students do what they do so that we see what their learning styles are, helping us see how, as teachers, we can reach them. We want to be able to make connections to material, while presenting that material in a way that reaches all our students.
#1. DI 3 Sikes ER 6
#2. RSA stands for our three primary networks in our brain; Recognition, Strategic, and Affective.
#3. Recognition Network
a. The Recognition Network primarily has to do with recognizing a broad range of things through the five senses (sight, hearing, taste, smell, touch).
b. I learned this one new thing by reading the information.
#4. Strategic Network
a. Nic V. used the book as something to give him leverage and push off of.
b. I think the video involving Patrick is a perfect way to initially show how a leaner still has the ability to succeed in other, not as traditional, ways. I think letting others see differentiation in videos like Patrick’s, is the best way to different types of learners and types of learning.
#5. Affective Network
a. Learning why students do what they do could give teachers an edge in guiding them. Having this information allows us to get a better idea of what may help him/her learn. If a student seems to only fool around during math class, find out that the student isn’t comfortable with numbers lets you make changes to how they are instructed.
DI Section 2
Sikes
KC 21
1. What does RSA stand for? Write the 3 words.
Recognition, Strategic, and Affective Networks
3. RECOGNITION NETWORK:
a. What’s one new thing that you've learned by going to TES?
I always knew that all students learned differently; however, I loved the David Rose explained it by stating that “neuroscience” had been used and discovered that each student’s learning patterns were as identical as his or her “fingerprint or DNA.” This really made me realize how different each student’s brain functions and I loved that science supported this claim.
b. What was the method or representation by which this one new thing caught your attention and it stuck with you?
I ascertained this new information from one of the four videos, entitled “The Brain Research” on the Cast.org website. I love science so seeing this video and hearing that the statistics were based off of scientific findings was very interesting to me.
4. STRATEGIC NETWORK:
a. On the video, on this blog, about Nic V, how did he use the book as a strategy to help himself?
Nic literally used the book to help himself get up off of the stage after he had fallen down as part of his demonstration. The demonstration, in combination with his speech, was clearly symbolic as well as inspiring, and showed the power of believing in yourself and knowledge (represented by him pushing himself up with the book). I found this video very powerful and I love his outlook and optimism about life.
b. I love expressing what I know about the importance of flexibility and flexible grouping to future teachers. I do this by connecting to hooks like a rubberband and/or dice. How might you express what you have learned about differentiation this past week?
Over the past week, I have learned that it is extremely important to be patient, understanding, and very flexible in your approach while teaching. I could represent this idea by using Play-Dough. Although I would not say it is “flexible,” I would say it is very pliable, can be easily reconfigured/reconstructed to meet your needs, and the possibilities of what you can create with it are essentially endless, just as with teaching.
5. AFFECTIVE NETWORK: Keeping students engaged is often a challenge.
a. Why must we learn why students do what they do?
It is crucial to identify why a student is exhibiting a target behavior because every behavior serves a function. If a teacher can accurately identify what function the behavior is serving, they can intervene and implement a new and appropriate behavior that serves an identical function. Knowing why students do what they do will not only provide insight into their lives but it can also lead to the eventually elimination of unwanted behaviors.
1. DI3SikesKL14
2. Rehabilitation Services Administration
3. (A) One new thing I learned from going to TES is that there are 3 different brain networks: the recognition network, strategic networks, and affective networks. I also learned about the importance and differences of the 3 networks.
(B)The method/representation that caught my eye and stuck with me was the video, “The Brain Research.” This had the best impact because the video was very informative with detailed facts.
4. (A) Nick Vujicic used the book as a strategy to help himself by
(B) I would express what I learned this week by giving a group (the class) a puzzle to solve. I would to this to show that everyone has a different way and strategy in order to solve problems. This would also show that everyone learns and thinks differently.
5. We must learn why students do what they do because their actions influence their ability to learn and grow.
DI-3, Sikes, KF, 21
Week 2-Activity 1
1.RSA- Recognition, Strategic, Affective networks.
2a. By going to TES, I have learned many things about the brain that I have never really learned before. Recognition is what we use to be able to write our name on a piece of paper. This little network inside our brain controls so much of what we can understand, it is very interesting to imagine what our brains do in such a small area.
b. One method that I really liked is showing of how the brain works. Visuals, such as pictures, help a lot to understand what the text is saying. I am a very visual person so this method worked well for me so I could put all the information that I just learned into a picture. Also, I liked how in the recognition network, the author used examples from everyday life. Talking about when we write out a birthday card, our senses identify the card, the pen, and our signature. Reading this really makes it sink into my brain and realize what parts of the brain really do.
3a. Watching the video of Nick V. was simply amazing. The way he talked to all the children in that room gave me an unbelievable feeling inside. He used the Strategic network on himself to tell the children to never give up on anything. He used this book to motivate us to always keep trying even if you do not succeed the first time, or the next hundred times. Nick made a goal for himself that if and when he would fall, he would set a goal for himself and try to pick himself off the ground. Now some of us, if we were born with no limbs, would just give up right away, but for him giving up was not in his vocabulary. He set a goal to be able to get up on his own and he did it, in front of everyone, to show that he never gave up. He inspired me very much too just keep my head held high and to never give up on life, because it could be worse.
b. The way I would express what I learned in the past week would be to link the information to real life situations. When we talked about the sheep on its back, I linked that to myself when I was very ill. I needed help from my family and friends to get me back on my feet and fight the disease that I have today. I like how you have used the “hooks” to connect to educational things; I might use this strategy when I become a teacher. I feel that if it helps me understand the different ways of thinking, maybe when I become a teacher my students can learn to think outside of the box as well.
4.We must learn why students do what they do because then we can understand their feelings and emotions. As a teacher we need to connect to our students, each and every one of them, showing them that we care for their future in learning. We want to learn about them and how they learn in a classroom. Because one student might be a visual person while another might not know how to learn from visuals. We need to be aware of all the individual tasks of a student. If we conquer their way of learning, as a teacher we will conquer our goal, being the teacher we always wanted to me. A successful one!
1)D.I.3.SIKES.M.R.8.
2)The R stands for recognition networks. The S stands for strategic networks. The A stands for affective networks.
3)I learned that a strategic network is used with writing which is something that I do and find very important. It goes along with the idea of organization. I learned this through watching a video and connecting it to my real life because the main aspect of learning things for me has been through writing essays. I’m also a tutor at the writing center so my work consists of helping students to write essays.
4)Nick V. used the book to place his head on it in order to shift his body weight so he could go from laying down to standing up. I believe I would use the idea of being a dancer or a gymnast. In order to do a split, an arabesque, or several other moves, both of these athletes need to be flexible. I learned that differentiation is the same way. When dealing with students with any type of disability or difference, a teacher needs to be flexible. Everything cannot be taught in the same fashion and get through to all students. Teachers need to have alternative methods.
5)We must learn why students do what they do in order to understand what the best method of teaching would be for each student. Every student has a reason for thinking a certain way, for responding a certain way, etc. A great teacher understands what those reasons are and uses them to his/her advantage.
D.I. Section #2
Professor Sikes
S.G. #13
Activity #1:
2. Recognition, Strategic, Affective networks
3. a. One new thing that I’ve learned by going to TES is that our brains have very powerful recognition networks.
b. The method or “representation” this new concept came to me was by the painting they presented of the “Unexpected Visitor”. At first, reading through the text I was a bit confused. However the reading explained how I saw a chair, a door, figures of people, but I didn’t see any door knobs, seats, eyes, or table legs; yet I could still recognize the figures as furniture, people, and objects. The visual aid (the painting) helped me better understand the concept of recognition networks.
4. a. Nic V. strategically used the book to help himself back up despite the fact that he has no limbs.
b. I may express what I’ve learned about differentiation this past week by making a chart explaining the concepts I’ve learned by reading TES, or perhaps a Powerpoint that uses visual aids as well as text.
5. It is imperative that educators learn why students do what they do so we can better understand how they learn and in result, how we can help them better interpret and comprehend the information that is being presented to them.
1. DI 3 Sikes JL 15
2. RSA stands for Recognition, Strategic, and Affective networks.
3. Recognition Network:
a. One thing I did not know about recognition networks is that it can affect the way you read things. Having problems with the recognition network in your brain can cause words to get jumbled together causing it to be hard to understand. When I researched recognition networks further I found that dyslexia can be a cause of someone having problems with their recognition networks. Since I am mathematics major I found this interesting because dyslexia is considered a math disability.
b. The method I used to learn this information was by reading the online text book. I am usually a visual learner but I found reading the chapter was the easiest way to obtain this information.
4. Strategic Network:
a. Nic V used the books in the video to help him get up. He does not have arms or legs, he laid himself down on the table to show everyone that it is never impossible to pick yourself back up when you think you cannot do something. He showed how he could not get back up without the support of others, or in this case without the support of something, which happened to be the books. He pressed his head against the books to help push himself upright again.
b. What I learned about this past week is that like fingerprints, everyone’s brain is different. Although everyone’s brain may look the same there are some things that are different about them. Also, everyone thinks and learns in a different way. Some people learn better with visual aids. Other people learn best by reading information. A hook I would use to connect my students with this topic would be a fingerprint. Brains are like fingerprints, everyone’s is unique.
5. Affective Network:
a. As teachers it is good to know why students do what they do. This is important because we need to know how our students react to certain situations so we know how to handle them. We also need to know this so we know how our students learn best. If we know how they learn we can incorporate all their needs in our lessons.
1.DI2sikesBS3
2.Rehabilitation Services Administration
3.While reading the UDL section, I stopped to think about the acronym UDL that I have never heard about. The Universal Design for Learning really caught my attention. I feel when I am in the classroom I am going to be very non-traditional and let students express how or what they learned in many different ways. Technology will be used as much as possible in my room.
4.a. Nic V. was a very interesting speaker. The video showed how much he really got through to the students. The book was used to help him “get up.” He knew he needed something to help put him back on his feet.
b. In thinking about what I would do to express the importance of flexibility, I realized that leaving notes around my room help remind and encourage me or certain things. I would love to put words of encouragement throughout my teaching supplies to remind me of how flexible I need to be daily.
5.Keeping the students engaged was always a fear of mine. I know if my students are not engaged the lesson and work I completed will be useless. If I knew why students weren’t paying attention, it would make my lesson much more interesting and geared toward all students.
DI BLOG COMMENT- WEEK 2
DI3Sikes-E.R.#7.
Activity 1
1. RSA Stands for Recognition Strategic Affective networks.
2. By reading TES, I’ve learned that the recognition network is located in the back of the brain. This one network allows us to identify and interpret patterns of sound, light, taste, smell, and touch. Also, it enables recognition of voices, faces, letters, words, complex patterns as well as abstract concepts. It really caught my attention that this one part of the brain enables all of these different recognitions, which connects them to other parts of the brain. By reading this section, it really stuck with me because I could not believe how many functions this part of the brain is able to recognize! It is amazing.
2. A. Nic V used the book as part of his strategy to help himself get up. He used it to prop his head on while pushing against it to balance so he could stand up.
B. I have learned that people process and use information differently, and in order to accommodate each individual’s learning needs, a teacher must must must teach with this in mind, customizing learning using flexible tools, teaching methods, and assessments.
3. We must learn why students do what they do because of the affective network in their brain. The affective network attaches emotional significance to objects and actions influencing individuals what they see and do.
1. DI3SikesHZ1
2. Recognition, Strategic, and Affective Networks.
3. A. I learned that although everyone’s brains are similar there are variations amongst them. Along with this I learned that when looking at PET scans of several people’s brains their brain activities show different patterns.
B. Reading
4. A. He used the book to help himself get back up into a vertical position. Just as most people would mentally use a book to help them solve their problems, he uses the books to physically/literally to help him solve his problem.
B. I would use decks of cards
5. We have to learn why they do what they do to better understand their mental states and help them enjoy learning. By doing this, as teachers, we are fostering a connection to education that will move well beyond the students’ school years.
1. DI 3, Professor Sikes, SC #23
2. Recognition Strategic Affective
3. A. One thing that I learned by going to TES was how to teach the same lesson using different modalities so each student can take in the information in a way that is effective for him/ her. B. I always knew that there were different approaches to teaching students but the examples from Principle I under the UDL guidelines clarified what was effective was to change up your lesson.
4. A. In the video, Nick used the book to help pick himself up. He showed the students no matter how hard something may be to never give up and to keep trying until you get it. B. To express what I learned in the past week about differentiation I will take what I have learned into the classrooms that I substitute teach in and recognize that each students learns differently and try my best to teach the lessons accordingly.
5. A. In order to be an effective teacher you must learn why students do what they do, otherwise, our lessons would not be engaging. Teachers need to make lessons relatable and if you don’t know your students you won’t be able to relate your lessons to them.
Week 2
1) DI3Sikes-RW2
2) RSA stands for Recognition, Strategic, and Affective
3) a) One thing I learned from TES is about the three learning networks and what each determines. The recognition network helps quickly identify objects and the overall meaning. The strategic network determines how we organize and express our ideas. The affective network determines your engagement and motivation of learning.
b) This new thing stuck with me when I connected it to real life experience. I need to be able to see how it applies in the real world and experience it myself to have a better understanding of it.
4) a) In the video, Nick used the book to help himself sit up. He does not have any arms or legs so when he was on his stomach he needed a way to get up. He put his head on the book and maneuvered himself to where he could push off the book to sit up.
b) I would use a journal to express what I learned about differentiation. Differentiated instruction is based on reflection and adjustments to help the students learn. The students and/or the teacher could use the journal to reflect on what they learn. They could also write things that were good or things that need to be changed in order to make the learning easier for themselves and/ or the students.
5) We must learn why students do what they do because every student learns and processes information in different ways. Everyone has their own personal strengths, weaknesses, and ways. As teachers we need to be able to respond to these differences and have alternative methods for teaching these students.
1. D.I. sections 2&3, Prof. Sikes, MD, Blog #17
2. Within the large network of the brain there are three primary networks, the recognition, the strategic, and the affective network.
3. A. I found it very interesting to find out about the affective network. They explained that this part of the brain connects patterns and aspects of life with emotional significance. Meaning, not every student is going to react the same way about something. Depending on their experiences in life, certain things will mean more or less to different students.
B. This really stood out to me because my father and I argue a lot about emotions. A person in my life calls me over emotional and that person I believe is not emotional at all. No matter what the scenario is we always react differently. I always was confused and got upset with that person because it seemed like he was judging me, when in reality the affective network in his brain is just not making the same emotional connection as mine is because we are two different people who have experienced many different things. This is very exciting to read about and learn because now I can refer to this book/website when I am working with children that I might not fully understand.
4a. He used the book on the desk to help prop himself up because of his lack of limbs he needs to not give up and create different strategies to help himself.
b. I can express my new knowledge of differentiation by explaining to a child with disabilities that just because they are different in some ways, does not mean they are the only person who is different. I would explain that every person is different from one another because if everyone was the same, the world would be boring and gray. With amazing personalities like your own, the world can be inspiring and bright.
Section 2 Sikes HN 8
1. On your WORD document, after #1, write in this order: DI followed by your section number, your professor's name, YOUR INITIALS, and the Class ID number that your professor has assigned to you.
2. What does RSA stand for? Write the 3 words.
Related Service Authorization
3. RECOGNITION NETWORK:
a. WHAT's one new thing that you've learned by going to TES?
I learned that recognition network enables up to be able to identify and interrupt sound, light, taste, smell, and touch.
b. WHAT was the method or representation by which this one
new thing caught your attention and it stuck with you?
Reading it? Watching a Video? Connecting it to a real life
experience? Other?
When reading it and then they made the connection with a real life object, the chair.
4. STRATEGIC NETWORK: Answer these two questions:
a. On the video, on this blog, about Nic V, HOW did he use the
book as a strategy to help himself?
From the book, he realized that if he lets life get him down he would never get up again, with his disability he has trouble getting up and said if he failed a hundred times, that wouldn’t stop him because he knew that he would eventually succeed. Never give up on yourself or anything you strive for.
b. I love expressing what I know about the importance of
flexibility and flexible grouping to future teachers. I do this
by connecting to hooks like a rubberband and/or dice.
HOW might you express what you have learned about
differentiation this past week?
From this past week I would express differentiation I would use a paperclip since in a classroom with inclusion a big thing is keeping things organized and managing the class. No matter what, this is important for all students so they have a good learning environment.
5. AFFECTIVE NETWORK: Keeping students engaged is often a
challenge.
a. WHY must we learn WHY students do what they do?
We must learn why students do what they do because there is always a reason for the things they do. Some students learn differently than others so we must cater to their needs and make sure they aren’t struggling or if they are not challenged enough.
DI Section 0808.316 Sikes AJ 10
2. RSA stands for: Recognition Networks, Strategic Networks and Affective Networks
3. One new thing that I have learned from reading TES, is how networks of the brain work. I enjoyed reading about how the brain sees something, then understands the concept of it as the brain performs the function of doing something. Like the example with the birthday card.
B. What got me hooked was the videos of the real life situations, it gives me a chance to relate to the person as well as fully understand what the text is saying. By seeing things, I understand them and comprehend them more going along with the reading.
4.Nic used the book as a strategy to get himself up by putting his head on the book, then pushing his body up using the book as a support system.
b. I would use a box of crayons to represent differentiation, even though the crayons look the same, they are all different colors and some are used more than others. Just like each student has his/her own story, so does each crayon.
5. We must learn why students do what they do in order to fully comprehend how they learn and what the most effective ways to teach them are. Also to better understand the students and get on their level to reach out to them in a more effective way.
#1 D.I.3 Sikes C.C.24
2.) RSA stands for recognition, strategic, and affective.
3.) When I went to TES I learned about the three networks of recognition, strategic, and affective. I had heard about them before in other classes but only vaguely and without context so I never really assimilated the information. I now know that recognition is the “what” of learning and it deals with categorizing and identifying what we learn, strategic is the “how” and it is the strategies and planning that go into learning, and lastly affective is the “why” and it deals with holding our interest in what we are learning. There were two methods that really helped me understand what I was reading, one was the video because the wording was more concise and easier to understand. The other method was when in the section after each network they had another section that offered a classroom example which let me relate to what the authors were writing about.
4.) Nick V. used the book as a crutch of some sort and after placing his head on it which helped elevate the upper portion of his torso he was able to get the lower part of his body under him and raise himself up. I think that the closest example I could use was when I fell over skiing once and I used a snow mogul next to me to prop myself up and stand again; this is in no way as hard as it was for Nick V. but it was the only time I could think of where I needed the help of an inanimate object to get up. I think I would compare differentiation to exercise and how before a person does any type of exercise they have to stretch, if they don’t they could tense up and be unable to do anything. To teach a teacher must always stretch their understanding of the world and what they can to help a student learn to the limit if they don’t they will get a cramp after the first few steps of their career.
5.) We have to learn why students do what they do so that we can better understand them and help them reach their utmost potential. If we, as teachers, don’t try our hardest to relate to our students then we are the ones that are not making the effort in the classroom. It is like the song lyrics from the video clip that we had to comment on for week 1, the clip from the movie/play “The King and I.” Also if we understand our students better we can find ways to make them interested in school and what they are learning so that the information they are taught will remain with them as the grow.
1.DI 2;Sikes; LS;5
2.)RSA stands for: Recognition, Strategic, Affective.
3a.) By going to TES I learned that all students have different ways to learn the material that is taught to them. That each teach will have a variety of learners some that are interested in the material that is being taught to them and some that are not interested in school or learning as a whole. TES also let me understand how it really is the teachers job to take every student at the level that they walk into the classroom and take that individual to their learning potential. The teacher needs to meet the students individual needs and accommodate their needs to the full extent that they possible can. By mixing in the students interest it will spark the students ability to stay focused because there will be some things in the material that the student will enjoy.
3b.)This caught my attention because the situations were being connected to real life experiences. I know as I was growing up I always learned from being able to apply it to my own life or something that interested me. This really caught my eye and held my attention because it really struck me that when I become a teacher I will need to figure out which each student holds dear to them, and their interests so that they can reach their full potential in my classroom. I want to accommodate ever single student so they can succeed and make the best of themselves.
4a.) Nic V. used the book to help himself get up. He put his head on the book which helped him lift himself back up. He used the book as a tool to push himself up.
4b.) This week I learned that teachers must be flexible enough to teach by multiple means. Every student learns differently and as a teacher you must accommodate to their needs. The M&M’s we got in class stands for multiple meaning because of the variety found in the pack of candy. It stands for the fact that you need to accommodate all differences that you might find in every single classroom and in society as a whole.
5.) We must learn why students do what they do because in order to understand how the students think you must understand why they do the things they do. All students will have reasons behind why they do the things they do whether it be their personality or their home life or even their social life. Every student will bring personality into your classroom. By being a teacher that can figure out as much as possible about every single student sitting in the classroom you will be able to help the student understand the material that they are being taught and be able to branch out and apply it to something that they will be able to relate it to and fully understand the concept that you are portraying.
1) DI Section 3
Sikes
JB #23
2) RSA – Recognition, Strategic & Affective Networks
3) RECOGNITION NETWORK
a. Cast has undergone a shift toward the use of technology to transform the nature of the curriculum itself that will accommodate widely varying learner needs. Each brain processes information differently therefore by the use of technology and multiple teaching styles, each student will be able to succeed.
b. I read part of this response in the preface and in parts in chapter 2 and 3 indirectly. I also watched the video on brain research that confirmed my real life experiences in sports and in schools where I notice how the diverse range of children have different learning strategies or tools they use to retain information.
4)
a. Nic V used the book as a strategy to help himself by using all resources around him to succeed. Although the practice may not be common, Nic uses all support systems to get back up. No matter the circumstance he will always keep trying to use whatever means necessary to attain his goal.
b. I would express my learning’s about differentiation this week by using a visual tool such as silly putty to show how resilient, adaptable, resourceful and fun silly putty can be. It can be used to copy a newspaper clipping, molded into a bouncy ball, or configured into shapes.
5) We must learn why students do what they do because keeping them engaged in the task at hand is essential for maximum learning. If we learn what they do we can get a feel for what interests them, what bores them and what can keep that student participating in the activity. A student will know when a teacher cares by expressing care for their interests. This in turn in my belief will enhance the enthusiasm of that child inside the classroom.
Anonymous
DI-2, Sikes, AD, #16
DI Blog Comment Week #2
2. The acronym RSA stands for Recognition, Strategic, and Affective.
3. A. In order to teach every student, a teacher must know that each student is an individual and processes information differently.
B. An effective teacher must utilize multiple means of representation in order for the students to gain knowledge.
4. A. He used the books as a stabilizer or support for himself in order to raise his body up
B. One important topic that I have learned about differentiation is the importance of teaching with multiple means of representation which benefits the students and enables them to comprehend better.
5. Affective Network
A. The teacher must understand why a student acts or behave in a particular way so that they can better understand the student. Each student is an individual and therefore it is up to the teacher to try to meet the needs of each student and make adjustments to the lessons for each student to gain knowledge. The more the teacher knows and learns about the students; it will help them to teach the class better and keep the students engaged in the lesson.
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