.
Here are 3 things to consider:
- When you have a student who doesn't put out the effort you expect, do you automatically assume that person is lazy or unmotivated? Is it possible that the student has some kind of challenge that you do not understand?
- When you have a student who is really aware of her/his fashion and body image do you automatically assume that student is really into her/his appearance? Is it possible that the student is highly insecure and dupped by the commercialism of our society to dress or look a certain way?
- When you have someone give you powerful information, do you automatically assume that person is correct? Is it possible that what you've heard or read is only true in part?
- ACTIVITIES 1 and 2: 2 videos
- ACTIVITY 3: a 1 + 1 reading
- ACTIVITY 4: 1 inventory to complete
- ACTIVITY 5: 1 UDL search
These will get you to thinking more about the myriad of differences in our world. Hopefully, after you finish these activities and attend Week 3 class, you will be convicted to ASSUME NOT. Use these activities to challenge your thinking on this topic. Scroll down, now, to the COMMENTS DIRECTIONS. Read them, so you know what will be expected of you after doing Activities 1-5. Once you've read the directions, return here to begin with Activity 1.
ACTIVITY 1 - Video:
This man's teachers made him feel small because he was different and they could not help him.
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ACTIVITY 2 - Video:
Why did I ask you to watch these 2 videos?
Sometimes teachers are swayed to honor a student by...
- ...how book smart that student is.
- ...that a student comes from a "good family".
- ...that the student "thinks just like me"!
- ...that the student is cute or charming or beautiful.
When we learn how to honor the differences, we understand that every classroom has a diversity of smarts, family heritage, commonality to the teacher, or physical charm / beauty. We can then begin to value the uniqueness of each individual and his or her strengths, weaknesses, challenges, interests, and preferences... and most importantly - needs. We learn to honor beauty differently; it's more than skin deep!
Activity 3 - A two part reading:
We've already talked in class some about names and labels attributed to those with ELN's (Exceptional Learning Needs). Sometimes the label is in the name and you quickly make the connection. How about considering a "refreshment connection"? Coca Cola? Dr. Pepper? Pepsi? Sprite? 7-UP? Other?
Do you RECOGNIZE these name connections?
Koch? Buffet? Gates?
If you say that they are associated with great wealth or philanthropy, you would be correct. These men KNOW a whole lot about what it takes to run companies and make money. In fact, Bill Gates is involving himself more and more these days in sharing his profits and what he has learned to help the future of education. There is an amazing article that has been circulating on the internet entitled, "Rules Kids Won't Learn in School". It may be that when you become a teacher you will hear them again and when you see those 11 points you will RECOGNIZE them as the words of Bill Gates. Be careful! Don't assume! Don't believe everything you read on the internet! Link here to read the 11 points and the whole story! http://www.snopes.com/politics/soapbox/schoolrules.asp
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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 so that they are ready to be taught. Yet, there will be still others who come with big holes or gaps in their understanding of the subject matter. You will quickly want to understand: "What do my students know and not know? What do my students recognize and not recognize? It's part of the RECOGNITION network. Don't assume! Ask questions! Do your research! Collect your data on what your students really know!
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If Bill Gates was one of your students and you found a paper with those 11 points laying in your classroom, it would be easy to assume that he wrote them. Yet, since you've researched this a little more, you know that Bill Gates was not the author of that famous list. How could you know for sure whether he was or wasn't the author? There is a place online to check whether or not things you read or hear are fact or fiction. That's where you just linked to. Now, I would like you to go to their home page and peruse through other urban legends that might be true or false. http://www.snopes.com/ Oh, and by the way, was that really Julie Andrews in the Week 1 video?
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Activity 4 - a Personality Inventory: We will continue to assume less and let "the facts" (data) inform our thinking more. These 3 letters will help us: G.P.S.
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What does G. P. S. stand for? You might answer, "Global Positioning System". Yet, for our purposes, within the next week or so, we will assign different words to those 3 letters:
- G = Genogram / Gender
- P = Personality
- S = Styles of Learning / Intelligence
- your 4 personality letters
- what each of those 4 letters stand for
- your percentage of each letter
ACTIVITY 5 - A UDL search:
As discussed previously, the websites for UDL-Universal Design for Learning are massive. You could spend a whole day there and view only a fraction of what is available. Today, I would like you to learn how to access some of their resources for the 3 Brain Networks. Once you spend time reviewing, choose one resource / activity that you might find helpful in your future teaching. You will share your findings in the third part of your comment.
How to access UDL resources:
- Go to http://www.cast.org/
- Scroll down to the bottom left of the home page where you see pictures of the 3 Brains. Click on the link BELOW the brains.
- Once on the page entitled ABOUT UDL, read what it says.
- Next, click on the box at the bottom left that reads MORE WAYS TO PROVIDE MULTIPLE MEANS OF REPRESENTATION.
- You will arrive on a page about UDL Principle 1: Multiple Means of Representation (Recognition Network) - Read the page and click on each checkpoint. On each checkpoint page is a link to EXAMPLES AND RESOURCES for that checkpoint. Once you've perused through multiple checkpoint pages, you can select the one that you could see yourself using someday. At that point, you will return to the COMMENTS PAGE and write your "comment on c." (Here, if you are in a SIKES' DI class; otherwise, go to your assigned area).
TO COMMENT:
- a. DI-SECTION___; SIKES; your initials; your class student number (NOT your Rowan ID)
- b. ACTIVITY #4: Write the 4 letters you were given as the result of the personality inventory on ACTIVITY #4 (for example, I would write ENFP).
- c. ACTIVITY #5: Name the UDL resource that you found under MULTIPLE MEANS OF REPRESENTATION, give a brief one sentence description of it's purpose, and then explain how to link to it.
- d. ACTIVITIES #1-#5: Consider the different activities of this post and share which 2 were the most helpful for you to create a new understanding or renew an understanding. Briefly explain why.
ACTIVITY #6 for Sikes' DI students:
For Activity 5, you commented on a resource you found under the category of MULTIPLE MEANS OF REPRESENTATION. Please follow Activity 5 directions listed above: 1, 2, and 3. Then, instead of clicking below the first brain, click below the second and third brains to find one resource for each of these. Bring the information about those 2 resources to WEEK 3 class.
- MULTIPLE MEANS OF ACTION AND EXPRESSION
- MULTIPLE MEANS OF ENGAGEMENT
ACTIVITY #7 for Sikes' DI students:
In our WEEK 3 class, we will talk about Genograms/Family Trees. Google the word GENOGRAM and then look at the images that show how people draw different genograms or family trees. Consider how people might draw family trees if there is adoption or blended families involved. Be sure you have a basic working knowledge of how to construct a Family Tree before coming to class.
48 comments:
DI-SECTION 2; SIKES; BrGr; 12
B.-Activity 4
-ISFJ
-Introverted, Sensing, Feeling, Judging
-56% I, 38% S, 62% F, 56% J
C.-Activity 5
The UDL resource that I really like is called “Digging for Answers”. It helps activate background knowledge and is a fun game for kids to play based on information they should already know. To get to this link you must scroll down to Guideline 3 and click Checkpoint 3.1 and it is the first resource.
D.
Activity 4, the G.P.S. activity helped me the most to renew my understanding that everybody thinks differently. There could be a hundred different letter combinations that people result in which means there are a hundred different ways that people think. It is probably unlikely that two people will get the same exact combination of letters which shows how everybody’s minds work differently.
a.DI-SECTION 2; SIKES; CC; #19
b.ENFJ
c.Shahi is a technology on the Web that acts as a dictionary but instead of just text, images are included. This technology is not only helpful for students who have impairments or disabilities hindering their reading but students overall. Our student’s attention spans are evolving. They do not like to sit and read long definitions or explanations. This technology allows students to identify a word and give it meaning with images.
d.I renewed an understanding through UDL-Provide Multiple Means of Representation and I found it very promising and reassuring. There are always alternatives. No matter difficulty there is a resource to help overcome it. I also found activity 3 intriguing and a realization. We mustn’t assume, especially as educators. We need to research what we suspect to be sure of the true answer. I also found snopes.com amusing and that students would enjoy it as well.
a. DI-Section 2; Sikes; A.C. #22
b. ISFJ
c. The UDL resource that I found under Multiple Means of Represenation was the Voki. It is a text to speech generator that allows the user to create a personal speaking avatar that can be embedded in a website to help your visual learner students. You may use this form of technology by going to www.voki.com
d. The two activities that I found to be the most helpful was Activity #1 and Activity # 5.. I found the first activity to be more inspirational then helpful. One important aspect of teaching is knowing that every student is unique and special in their own way, but that no student will ever be perfect. It is important to not belittle your students if they can not do something, instead, it is important to find the one thing that they really excel at and praise them for that. This will give them envouragement to want to continue to try and develop at other things in the classroom.
I found Activity #5 to be very helpful. One thing I always wondered was, “How am I ever going to develop a lesson that will reach to all the different type of learners in my classroom?” This activity opened my eyes to how many different sources of technology I have right at my finger tips that can be integrated within my lesson and that will reach the many different types of learners. I am definitely adding this website to my favorites!
DI 2
Sikes
KY 1
ESTJ
E= extraverted44%
S= Sensing 50%
T= Thinking 38%
J= Judging 56%
The UDL resource that I found under Multiple Means of Representation is called Shahi. The purpose of Shahi is to help students learn vocabulary; it provides both visual cues and a definition. To get to Shahi go to http://blachan.com/shahi/. Since I will be teaching in an elementary classroom, I can use this website to help students with their vocabulary.
I feel like the video from activity two really puts differences into perspective. The video shows a woman’s beauty being transformed. While the picture product depicts a beautiful woman, we as viewers see her as an average woman. It shows that ones outer appearance should not define them, and that underneath ones looks could be a completely different person. The other activity that I thought showed differences well was the personality test. I feel like having to answer the questions really made me think about myself. I know that not everyone would have answered the questions in the same way that I did, making us all individuals.
DI3; Sikes; MG; 19
B. ESFJ-
Extraverted 22
Sensing 62
Feeling 62
Judging 78
C. The UDL resource that I could see myself using one day is the Voki generator. It is an avatar that can be imbedded into a website that can read the text aloud, which helps auditory learners deal with the text on the site.
By going to the cast website, clicking under the Three Brains: About Universal Design for Learning it opens a new page. On the new page, click under the first brain “More Ways to provide Multiple Means of Representation” and click on Checkpoint 1.3 to view examples and resources. Scroll most of the way down and click on the Voki resource, this will direct you to the website where building an avatar can begin.
D. The first activity with the artist who makes amazing sculptures the size of the eye of a needle left an impression on me. As an aspiring teacher, I need to understand that even though he may not have been able to read or write, he still is a very talented man and should be able to express himself the way he wants. This does not make him less intelligent than others; he is just focused on his artwork and does this with amazing talent. When I am a teacher, I must realize that some students will not be book smart but that does not make them any less of a person because of it.
From activity 3 I learned to not assume everything that has been told to me. On the snopes website I went looking for the Disney myths that I had always believed in. These myths included Aladdin’s scene with Raja and Jasmin on the Palace’s balcony and the controversy over the Little Mermaid’s cover art and wedding scene. By debunking these few myths that I thought to be true, I realized that not everything can be taken for granted or assumed.
a. DI 3 Sikes JL 15
b. The 4 letters I was given as the result of the personality inventory test were ISFJ, the I stands for Introverted which was 11%, the S stands for Sensing which was 25%, the F stands for Feeling which was 12%, and the J stands for Judging which was 44%.
c. Under the check point 1.3: Offer alternatives for visual information, the resource I found useful to me was the Math ML. This is an informational site that teachers can us to help explain the different mathematical topics. This resource what be useful to me because I am a mathematics major and this will give y students another resource to use besides me. Some students may need things explained in a way I am not able to explain the topic.
d. I really liked the way you used the two videos to help us understand that we cannot just assume things about our students. There is always another side to their story that we may never see or know about. I also liked the activity #5. This activity gave me another place to look for information and resources to incorporate in my lessons. Not one student thinks the same and they all need several ways they can learn the material I am teaching. These resources will give them several different ways to learn such as visual information, auditory information, and information displayed through text.
a.) DI-Section 2; Sikes; SO; 7
b.) ESFJ
c.) The resource, “Interactives: Elements of a Story” is an interactive resource to teach students the elements of a story such as, setting, conflict, characters, etc. This resource would be a great way to introduce the elements of a story. The resource takes you through the story Cinderella and explains what the elements of a story are. Then it allows the student to select the correct elements from the story Cinderella. This is a good way to introduce the ideas of elements of stories to a class.
d.) I found that the video about the man who sculpts things from a grain of sand, and the UDL resource lists were most helpful to me. The video showed me that even if a student cannot do one thing (such as read) they can be very talented in another aspect and it is important for teachers to find their talents and help them learn in the way that is best for them. The UDL resource list explained how it is important to vary the way you teach because every student learns differently and we need to appreciate those differences. The resources the website shows, provides options to teach similar topics so that students have an opportunity to understand in a way that’s best for them.
DI 2; Sike; AS; 4
After viewing the different examples and resources, I found that CueCard would be very useful in the future. I believe this is a great way for students to study. It allows students to create flashcards online. The students can be quizzed on these flashcards. The program focuses on the cards that the student may be struggling with. CueCards offers a variety of things such as, printing, pictures and sounds on cards. This is a great way for students to study independently or study as a whole class. This resource is available for all grade levels. I believe it is fun way to study and prepare for a test or quiz.
A. DI 2; Sikes; AS; 4
Activity #4 - ENFJ
Activity #5 - After viewing the different examples and resources, I found that CueCard would be very useful in the future. I believe this is a great way for students to study. It allows students to create flashcards online. The students can be quizzed on these flashcards. The program focuses on the cards that the student may be struggling with. CueCards offer a variety of things such as, printing, pictures and sounds on cards. This is a great way for students to study independently or study as a whole class. This resource is available for all grade levels. I believe it is fun way to study and prepare for a test or quiz.
Activity #1-#5: Activity 1 - Video has really grasped my attention. I have a new understanding on people. It is remarkable how much this man has accomplished, considering he could not read or write. After watching this video, I realized that everyone has special talents. I loved how this man didn't give up. He wanted to prove people wrong and continue doing what he loves. In the end, he made huge accomplishments and earned tons of money for it.
Activity #3 also helped me create a new understanding as well. Many people believe what they hear, including students. It is very important to research information. I really enjoyed the readings in this activity. I also have a new understanding about not assuming and believing everything I read off the internet. This is very important to teach students. Many children believe what they read or assume it is true. It is imperative to teach them while they are young to research information and figure out whether it is factual.
a. DI-2, Sikes; TS; 2;
b. ISFJ
c. Provide options for physical action. Under this guideline, it says to provide alternatives that vary rate, timing, speed, and range of motor actions to interact with instructional materials. I think I would use this in the future while using the remotes and smart boards. If I know certain students aren’t as fast with their motor skills, I could set up different timers, allowing those students more time to “buzz in”, this way everyone has a fair amount of time.
d. 1. In the first video, he couldn’t read or write and he said the teachers made him feel small or nothing. I think that it was ingenious that he came up with his art form to represent that there isn’t a thing such as nothing. I think this is important to remember because although his strong point wouldn’t have been school in the traditional sense, he was smart and used ingenuity.
2. Under the guideline: Provide options for perception, they say when using an auditory lesson to also incorporate text to speech options or main ideas in the form of text. I think this is a good idea because as we know different people learn in different ways and although it won’t be great for every child it will help with both aural and visual learners.
*The video of the Getting to know you in the first week was Deborah Kerr with Julie Andrews voice dubbed over.
A. DI-SECTION 3; SIKES; KK; 16
B. ESFJ
C. Guideline 2: Provide options for language, mathematical expressions, and symbols.
This guideline was about how students perceive linguistic and non-linguistic information differently. This ties to what Professor Sikes said in class that everyone perceives information differently and it is up to the teacher to create a better understanding of that is being said or what is being illustrated.
D. Activity 1 and Activity 5 were the most helpful at driving home the idea that students are different. In activity one, I thought it was sad that the teachers could not come up with no strategies to teach to his learning style. Because of this, he does not know how to read and write. However, he is extremely lucky that he is so creative and successful at what he does. In activity 5, I read about the different ways to accommodate the student with different learning styles or disabilities so he/her reaches their maximum potential of learning.
a. DI3;SIKES;AT;3
b. The 4 letters I was given as a result of the personality inventory in Activity #4 were ESFJ.
c. The UDL resource that I can see myself using someday under Multiple Means of Representation is called Voki. The purpose of Voki is for the user to create a speaking avatar that will turn text into speech and read it aloud.
In order to access Voki, do the following:
1. Follow Professor Sikes’ directions for Activity #5 (#1-4)
2. Once you are on the page, click on checkpoint 1.3 - Offer alternatives for visual information under guideline #1 - Provide options for perception.
3. Next, click on Checkpoint 1.3: View examples and resources.
4. Scroll all the way down until you see Voki. Click on the link and it will take you to the Voki site.
d. Activity #2 was very helpful in renewing my understanding on honoring beauty differently. After reading Professor Sikes’ 3 things to consider for assumption, I could connect the girl in the video to a student in a classroom. When you see a model on a billboard, do you assume that she looks that way all the time and are you able to see her inner beauty? Do you assume everything you read in books, magazines, newspapers or hear on television is the truth? These two questions that Professor Sikes has reminded us of helps me form my own question. When you see a “different” student, do you assume he or she is not as intelligent?
“You can not judge a book by its cover.”
Activity # 5 was also very helpful in giving me an understanding of different ways to present information to students. After looking through the examples and resources under the checkpoints, I found 1.3 and 2.5 to be my favorite. The one resource that I found called Voki will definitely be kept in mind for my future classroom.
DI-Section 2 Sikes AJ 10
ENTJ
Checkpoint 1.3 Offer alternatives for visual information: The description of this checkpoint would be to make sure as a teacher to explain things well to the students and to use different models and hands on activities to reach out to the visual learners. I would use this information in my classroom by thinking of different ways to reach all my students, by bringing in models, showing videos, and creating hands on activities.
Activity #1 was helpful in renewing my understanding on how important it is to reach out to each student, and to be sure to be sensitive when I speak. Just one wrong thing said can go a long way therefore as a teacher I need to encourage my students and get to understand them without passing judgment or assuming I know everything about them. With the man being put down as a child, he felt he had to prove something to them and to himself, and never had the chance to learn how to read and write do to the fact he felt small. No student should feel that way and no teacher should make a student feel in such way.
DI-Section 2; SIKES; BC; 20
Activity #4:
The four letters I received from my personality inventory are ENFJ.
Activity #5:
The UDL resource I found to be most meaningful to me was Guideline #1: Provide options for perceptions; but more primarily focused on Checkpoint: 1.3 Offer alternatives for visual information. I found this checkpoint to be most beneficial to the way in which I would teach because it allowed me to understand that not all students can understand visual images but to incorporate tangible objects that students can touch as well to understand the concept at hand. I would use this alternative way by linking using a visual representation of the solar system and having tangible objects be used for students to see the color of each planet and have the students be physically engaged by having them be placed around the classroom to see how far certain planets are from the sun and from earth and why some planets are colder than others and why. I would also incorporate videos and posters to allow multiple means of understanding a concept in the classroom.
Activities #1-5:
Activity #1 was incredible and made me feel kind of upset when hearing how his teachers made this man feel. But his work of art through the tiny needle was amazing and it just goes to show that teachers need to be better-rounded when it comes to students with learning disabilities and understand that although they might not be “average” in one area of learning doesn’t mean they are exceptional in another area of learning. It just goes to show that teachers spend too much time on the negative of what a student can’t do instead of incorporating both sides to make the student learn better. Another activity I enjoyed learning Activity #2 it was shocking to me to see how much our perception of beauty is altered and to know that some young men and woman but themselves down because they don’t look like the models on the billboards. It blew my mind that the magazines I read and look at are false and totally makes some students have severe insecurities that last with them the rest of their life. With this new perception of things I would strongly use in a class that maybe I was teaching history and could show how multiple things changed and incorporate perception of how we view things, and how altered our perception has become as time has passed.
A. DI 3 SIKES KM 11
B. My letters are: ISFJ
These letters stand for Introverted (22), Sensing (38), Feeling (12), and Judging (33).
You are:
• slightly expressed introvert
• moderately expressed sensing personality
• slightly expressed feeling personality
• moderately expressed judging personality
C. I chose Checkpoint 3.2 “Highlight Patterns, critical features, big ideas and relationships” and the example/ resource I chose is Pace Car. This resource helps you stay focused with your reading online and helps you not get distracted with all of the other information on the page as well because it darkens everything else while it highlights what you want to read. I think this would work well for my students because I know I have this problem as far as reading online or even in books, I get easily distracted with things around me or near the writing and I will not be able to focus, that is why when I was younger I used to use index cards to block out only that line or paragraph so I could just focus on that line.
D. The two activities I chose that really caught my attention to define and understanding was the short personality inventory and also the website (www.snopes.com). I enjoyed finding my levels of my personality and to see what my highest scores were and my lowest scores and maybe I can help improve my low scores and also see who else I would work well with. The website was interesting because you were able to learn new understandings and correct yourself from myths that you always thought were true or not true. By reading those I was able to really wow myself things that I always thought I understood but in reality I didn’t, I just went from word of mouth which is something you should never do.
A.) DI3 Sikes MD22
B.) My four letters are: ISFJ
Introverted (11%) Sensing (1%) Feeling (75%) Judging (56%)
C.) One resource that I would use is under checkpoint 1.3, and it focuses on offering alternatives for visual information. Since I am a visual learner, I learn best from visually seeing the information in front of me. The example/resource that is attached to this website is a website that virtually shows the lesson. For example, on the website, they show an in-depth, 3D picture of the Carbon Cycle, with vivid colors and descriptions to explain all the steps in this cycle. I think this would be beneficial for students who learn best through visual representations; it would also be a fun and interesting way to teach younger students.
D.) I really enjoyed completing the activities for this week’s blog posting. I think the most helpful activity was the article “Some Rules Kids Won’t Learn in School.” I found the article to be very interesting, particularly because all of the ‘rules’ are misconceptions about life that even I have today (and I’m not a kid!). While I thought that the article was written by Bill Gates, I thought it was interesting to find out that it wasn’t; I thought that it was a great connection to the ‘Snopes’ website (which was equally as interesting to read!). The other activity that I liked from this week was the Personality Inventory activity. Answering all of the questions really made me stop and reflect on myself, and I was curious to find out what the results would be. Upon discovering the results, I was happy to see that they best described how I feel about my personality. For example, my highest percentage was ‘Feeling,’ which I think best describes me.
A. DI-3;Sikes;JG;17
B. ESFJ: Extraverted (56%), Sensing (50%), Feeling (38%), Judging (44%)
C. Guideline 2: Provide options for language, mathematical expressions, and symbols.
Checkpoint 2.3: Support decoding text, mathematical notation, and symbols.
The UDL resource that I found is Math ML. Math ML is an informational website which describes mathematical notation using structure and content. This site is helpful because it shows students multiple ways of learning and understanding the basic math symbols. It could be used in a classroom where a student doesn’t understand what the division symbol means on paper. By using this website it shows multiple ways of explaining to a student what the division symbol means.
http://www.w3.org/Math/
D. One activity that was most helpful for me was activity 3. This helped me create an understanding of what was meant in the introduction to this blog, not to assume. When I clicked on the snopes link and looked at all the different facts about what is true and what isn’t, I began to realize. It showed me a new understanding to not assume that a student knows or doesn’t know something right away.
The UDL resource activity helped me create a new understanding of different ways to utilize different assistive technologies and how to incorporate them into lessons. Looking at all the different checkpoints helped me learn alternative ways to teach a lesson and how to alter it to different student’s learning needs.
a.) DI-Section 2; SIKES; AC;18
b.) ESFJ
c.) I think my favorite idea that I saw was the activity under checkpoint 1.3, scroll down to “Cast’s UDL editions”. There was an online picture book that has interactive buttons to hit where the students could stop and think about the story. They could predict the outcome, and at the end there are more questions about the story. The story was called “How Coyote Stole Fire” and it was about how animals are so important to the Native American people.
d.) The most important things I learned from the readings today were about the concept of NOT ASSUMING things. I thought the 11 points were very interesting, especially #1 life isn’t fair, get used to it, and #3 you won’t make money right out of high school. People are different and the world works differently for different people. You can never assume anything about anyone.
DI-2 Sikes; WCM, 9 - Blog #3
B.
ESTJ
Extraverted - 44%
Sensing - 1%
Thinking - 1%
Judging - 1%
C. Provide options for perception
This included providing ways for learners to be able to learn the material by introducing different styles of teaching to students who have such things as sensory disabilities, language disabilities, or even cultural differences.
• Ways to link this to consider and think about the students in your classroom. Depending on that specific class's needs, as a teacher you may need to include a audio version of the text for those who have an auditory problem or a specific need for a audio form of the text. Also, there could be a need for some visual aids in the classroom because there is always going to be someone in the classroom that is going to want to have things shown to them and so they can see it. Some classrooms have some students in the back and there can be a need to see the front of the board, or there could be a student in the class that may also have vision problems. As a teacher using this concept will push our minds and also the resources that a teacher has or can get their hands on and use in the classroom.
D. The two activities that I thought were most helpful to me was the two video posts that we watched. The first video you can tell that this man is a genius in his own way by the way he makes these tiny pieces of art within the needle's head. From the comment made within the video about how when he was in school, the teacher made him feel small and unimportant shows to us, that we cannot treat the students in our classroom like this man. For because, everyone has their own special gift and we must embrace them for it. The second video we watched was to show us that the perfect image of "beauty" is. Little do most people know is that sometimes "beauty" is not really the person that is really behind the camera. These pictures that people look up to are not really them and because of this "beauty" that everyone wants to have, people are stressing over this and they should instead be looking at themselves as they are and being happy with the way they are.
The second activity was the 11 points document. . This list of 11 points was just one of those moments where everything comes full circle for the reader. Though, this list is not for those who are younger. Instead, the list is more driven towards I feel teachers, because it gives the teacher/reader an insight to what students/children are thinking since it has been so long since we were at that age, compared to what really does happen and its right on. Leaving out no reason to sugar coat the truth or to be nice in the way it is presented. It's cut, dry and right to the point and just lays it on the line. I think that this really showed to me personally, that if I am to teach in a classroom, I need to be able to know that these are some points that students in my classroom feel and then as their teacher, I need to be able to present them with the factual truth about it without scaring or scarring them for life.
a. DI-Section 3, Sikes, BS, 5
b. Activity 4: ESFJ
• E = Extraverted at 22%
• S = Sensing at 38%
• F = Feeling at 38%
• J = Judging at 44%
c. Activity 5: The UDL source I found was www.ronblond.com/MathGlossary. It is basically a dictionary with mathematical terms. On the site, you can pick by grade then alphabetically pick the word. Most examples show a picture or chart along with a definition. I found the link as an example of checkpoint 2.3: support decoding of text, mathematical notation, and symbols. I then scrolled down until I saw mathematics glossary on the left.
d. 2 Most helpful: The two activities I felt were most helpful to create a new understand were activities #1 and #3. I thought the video of activity #1 really opened up my perception of people. I was stunned when the artist mentioned he could never read or write. I think that man is brilliant for being able to make those tiny sculptures. It made me realize people can be smart in non-typical ways. Activity #3 made me question things I have already known. I have been notorious for just believing things people say, or write in this case. After reading the “Bill Gate’s Rules” that were not actually his, I went back to the website to read the rest. When I originally went, I just read the rules and was oblivious to the fact it boldly states that he did not write them. What really surprised me was the comment at the end about Julie Andrew’s video from week #1. I went back to that as well and read the comments from YouTube viewers clearly stating that is her voice, but not her in the video. I have learned to rethink many things from this activity.
a. DI-2; SIKES; MD; #17
b. Activity 4: personality letters- ESFJ
What each letter stands for-Extraverted 78, Sensing 1, Feeling 75, Judging 56
You are:
very expressed extravert
slightly expressed sensing personality
distinctively expressed feeling personality
moderately expressed judging personality
c. Activity 5- Checkpoint 2.1: Clarify vocabulary and symbols. Visuwords online graphical dictionary. This online graphing program allows for a student to look up a word to find its definition and its associations to other words and concepts. Different aspects of the word, such as definition, word, whether it is a noun, adjective, etc, a sentence in which it can be used, etc, are color coded so the student is able to remember facts about the word.
I love Visuwords because it uses the technique of separating different aspects of a word into different sections and colors. This is a great strategy to use in a classroom to help my students learn their vocab words because each student learns differently. Some students might be able to remember the colors and how they associate and others might remember which order the word and its aspects are in and whichever other way the students would like to remember. It is flexible for my whole classroom and it is fun! I am really excited to use this myself so I can pass it down to my future students.
d. Activity #1 video about the man who creates the incredible needle art really touched my heart. The one quote that really touched me was his statement, “I’m trying to prove to the world that Nothing doesn’t exist.” That to me is so inspiring because even though unfortunately he had teachers when he was younger that made him feel small, he proved to himself, and to many other now, that he was an extraordinary person. The way you feel about yourself is what really matters, not how others think of you. This video reminded me of a picture that I found on facebook the other day,
The first three things to consider before activity one really struck a chord with me as well. Even though they were not technically activities, they still effected me and I would like to share my feelings for those “things to consider” instead. The first thing statement to consider about a student who does not do his work is not always lazy. I learned about this last spring semester in my TLC I class. We discussed this before our observations in Camden that semester and it really helped me open up my eyes to possibilities before I even got to the school. It was a nice thought to have in my head when entering an area that is normally judged. Some students just do not have parents that support them or they do not understand and they are embarrassed to ask or are not sure how to ask. There could be many more reasons; the only way to find out is to ask questions! Be open with your students.
The second statement to consider was the one about a student who appears to really be into his/her appearance over anything else because they are always worrying about their clothes or materialistic things or how they look. That is a very good point that a student might actually be extremely insecure with themselves and that is their only way of coping. That really strung a cord with me now because it got me thinking even about some of my current and past friends. Never judge a book, or a student, by its cover.
a. DI-SECTION 3; SIKES; DG; 18
b. ESFJ
c. Interactive: Geometry 3D Shapes, This website helps students better understand geometric shapes and rules about them through images, text, and an activity to make sure they understand what they have learned. I found this website by clicking on the checkpoint link.
d. The video Art in the Eye of a Needle Amazing... gave me a new understanding for people and how teachers can make a person feel, whether it be really good or absolutely horrible, teachers have a bigger impact on their students than they may think. Another thing that gave me a new understanding was activity three and the link to the 11 points and the whole story, it made me realize that as a teacher I can not judge what I may hear about certain students from other teachers, because they may have heard it from someone else.
A) DI-2; Sikes; AF; 14
B) ISFJ
C) Doing What Works: Teach Vocabulary. This is an online resource offering examples of many different strategies, seen in real classrooms, about teaching vocabulary in an effective way.
From the CAST website:
a. Click on the link “About UDL” at the top
b. Scroll down to the pictures of the 3 Brain Networks and click the link “More ways to provide Multiple Means of Representation” under the recognition network brain.
c. Click on Checkpoint 2.1: Clarify vocabulary and symbols
d. Click the link to view examples and resources
e. Click on the third resource – Doing What Works: Teach Vocabulary
D) The video in activity two renewed my understanding about skin deep appearances. You cannot judge a student by their appearance or other outward implications. You must get to know the real student in order to truly connect with them to make an impact in their learning. The GPS activity was helpful for me to understand that you must be able to know yourself before you are able to know others. This showed what type of personality I am and if others don’t seem to be understanding my or seeing it “my way” that simply means that they could have a different personality makeup.
A.) DI 3; Skies; LM; 12
B.) I - Introverted 78%
S - Sensing 50%
T - Thinking 12%
J - Judging 33%
C.) A UDL guideline that I could see myself using one day is offering ways of customizing the display of information. I enjoyed this one the most because it allows a reason to alter the information you are displaying, changing to from the format it originally comes in. A resource that I would use to display this would be Zen Garden. It allows the teacher to create their own page to present the content in a layout friendly to students, as well as view ways other teachers have presented the same content. It would allow for teachers to find new ways they perhaps had not thought as well. For a student who may be color blind, it would allow for more contrast to be better viewed, or for a student with visual impairments such as nearsightedness and lack of glasses, it would allow for enlarging the text for all to see.
D.) Activity 1 renewed an understanding for me of multiple intelligences. While the man in the video could not read or write, he still found a way to express himself. He is able to create such near impossible works of art, proving his intelligence in an unconventional way. He may not be able to prove it in the standard way most people would judge by, but if one takes the time to view his work and talk to him, they would see that unintelligence is something he does not have.
Activity 4 helped to create a new understanding in that it helped me to see my personality better. The outcome were things I already knew about myself but never thought about on the level it was explained to me. This would be helpful for students to take so that they can learn about themselves, as well as teachers because able to learn more about their students. The teachers would not only learn more about their personalities, but how they might learn as well.
DI3SIKESAF20
b.) For activity #4, the four letters that I was given as a result of the personality inventory were INFJ. These stand for Introverted, Intuitive, Feeling, and Judging. The area that I had the largest percent was judging.
c.) For activity #5, the UDL resource that I found under Multiple Means of Representation was “Signing Stories.” It depicts stories through ASL instead of auditory text, and is also a great visual reinforcement for teaching old and new concepts! In order to link to it, you simply follow the steps in activity 5, but when you get to the main page, select Checkpoint 1.2 (Other alternative for auditory information). From here, you scroll down to view examples and resources, and click on the link. You are then redirected to a page with images of resources and their descriptions, and it’s the third image from the top. The actual link to the web page is http://www.signedstories.com/index.cfm
d.) Upon reflection of all the required activities for this post, the two that I felt were the most helpful to me were reviewing the checkpoints for UDL and the personality inventory quiz. From the UDL checkpoints, I was amazed at all the ideas and resources that are available for teaching towards multiple means of instruction (representation). I particularly enjoyed seeing the “Signing Stories” as a teaching strategy, and feel that it reinforced my thoughts about a multisensory approach to presenting material. I know a little ASL as it is, and I am eager and excited to expand my knowledge in order to incorporate ASL into my future elementary classroom. After completing my personal inventory quiz and reading the description for my four letters, I felt a strong reassurance that teaching was exactly what I should be doing. I was amazed at how accurate the description was of my personality (my strengths and weaknesses). It reminded me that as long as I am true to who I am, I will live a happy and successful life. This activity also made me think about my future students, reinforcing that they are all different in not only their learning styles, but their personalities. As a teacher, I need to be an observer and pay close attention to my students to get to know them and understand what makes them tick. By doing this, I can become an effective teacher by identifying their strengths, weaknesses, and interests and creating meaningful experiences for my students within my lessons.
DI-2, Sikes, LD, #15
B) INFJ
C) The UDL resource I would use for my classroom would be the Visuwords: online graphical dictionary and thesaurus. Visuwords is able to look up words and make connections to the word with concepts and other words it can be associated with. To link with this page copy and paste the URL into the desired location, then highlight the URL. Go to Insert and select the word hyperlink. A window will open with the information of the URL, go to the bottom of the window and hit the OK button. Your URL address will be then linked to the page.
D) The first video is a great example for renewing understanding of how people can excel in different areas. This man was told by his teacher’s to basically give up. He was able to take his feelings of them making him feel small and turn them into a work of art. He was able to make something beautiful out of a small object. He was able to show he was talented in other areas of life. The second renew understanding I received was from the Personality Test. I have not done one of these for a couple of years, but I still was able to learn from it. Doing this test makes you take a look at yourself and how you go through life. The result gives percentages and facts about your personality. I was able to connect with how I learn and what are my comfort ranges. This test is a good way to learn about each individual student.
A. DI 2; Sikes; KO; #6
B. ISFJ introverted 50%, sensing 50%, feeling 25%, judging 67%.
C. The example that I chose was the “Interactives: Elements of a Story” in checkpoint 2.2. This activity allows the student to listen to a story. After reading/listening to the story they are helped through a series of activities that help them learn elements of a story such as: characters, plot, sequence, conflict, climax and resolution. I would use this in my own classroom for students who have difficulty understanding story elements. The student could use it during their free time. The activity comes off as an interactive game, which will help the student become involved in the learning process.
D. Activity #2 helped me realize that teachers should not be judging a students intelligence based off of where the student comes from, what kind of family they have, if they think like me or how book smart they are. every teacher needs to look past all of that stuff and she right to the core of the child and what will help that child learn effectively. Activity #5 was very helpful because it opened up a whole new area of resources that I had never known about before. There are so many different situations given with solutions to those situations.
a. DI-SECTION3; SIKES; ER; 6
b. ISTJ
c. I liked Checkpoint 2.1 Clarify vocabulary and symbols. To make sure all types of learners are clean on terms and meanings; key vocabulary, labels, icons, and symbols should all be linked to different representations of their meaning. Providing images and symbols with less words is one way of linking this resource to the classroom.
d.
1. The video in activity #1 helped me provide a new understanding. Seeing people who were limited in school because of poor teachers, yet are still able to excel with their skills, make me wonder what some will be capable of with the proper instruction. Also, seeing something so well done at that size is mind-blowing.
2. Secondly, the resource under MULTIPLE MEANS OF REPRESENTATION. Reading the checkpoint about vocabulary, and wanting to be a social studies/humanities teacher (which would bring on lots of terms for the students to learn), I have to take into consideration different and unique ways to help my students get a solid grasp of some of the vocabulary.
DI3SikesIJM13
One activity that I really liked was activity number four. I found it very interesting what my results were from they type of questions that were asked. Secondly I like the first activity, I thought that it was amazing that someone thought about designing figures in the eye of a needle. That is such a tedious activity, but amazing at the job that the man has done. Also the fact that he does not know how to read or write but he can do this amazing art. So that is just showing that even though someone may not be able to read or do something that most people do, he still is a very talented man.
Your Type is
ESFJ
Extroverted Sensing Feeling Judging
Strength of the preferences %
44 25 88 56
Offer customizing ways to display the information.
This allows you to enhance the information using color graphs, pictures, videos, and sound.
I would see myself doing that because I always try to add things like that now to catch people's attention. I am a very visual person so I like to add things like that to enforce the idea especially color and clip art. If I was doing a lesson on a certain county I would include these different things to help the students link them to the information they were learning.
DI3KL14
b. ESFJ
c. Checkpoint 2.1 Clarify vocabulary and symbols
The way information is present whether through words or symbols, is processed differently by all learners. In order for students to gain an understanding of those words and symbols, they must be presented to learners in the ways that they can understand them.
d. Activities #1 and #2 (the videos) were most helpful in renewing my understanding of learners and individuals. The first video showed me that just because you may not be able to read and write does not make you any less of a person. Wiggens is a true artist with an amazing talent that not many possess. This goes to show that just because you may struggle in some areas of learning, doesn't mean you are incapable of things. The second video showed me that you should not judge a book by it's cover. As cliche as it sounds, it is true. Students with exceptionalities should not be judged because of them. They should be treated like any other individual. Regardless of disabilities, we are all human and we all have feelings.
DI-3 Sikes; RW2
b) ESFJ
c) Guideline 3: Provide options for Comprehension
This guideline’s purpose is to make the information students learn into knowledge that will be useful for them in future decision-making through active processing skills. There are four ways presented on how to link this guideline to learning. One way is to connect the information being learned to pre-requisite knowledge. Learning the background knowledge through visuals, models, or analogies and metaphors is helpful to some students. Another way to link the guideline is to distinguish the information that is critical and what is irrelevant. “Hooks” could be used to help connect the new information into existing. The other two ways talk about how to transfer and represent student’s learning into new contexts. There needs to be multiple ways to help students transfer this new knowledge since everyone learns and processes information differently.
d) Activity 1 helped me to renew the understanding that people are different and amazing in many ways. Some people lack abilities in some areas but are strong in others, like the guy who creates miniature figures. Even though he cannot read or write he expresses himself through his art. In the second video, you realize how made up people are to have that perfect look on billboards and other advertisements. People are beautiful and perfect in their own unique ways. Activity 5 has showed me different ways in how to teach students in order for them to process, store, and use new information they are learning. As teachers, we need to be diverse in our teaching ways to make sure each individual learns the information they are required to learn.
A. DI3SikesHZ1
B. Activity 4:
ESFJ
E- expressing - 33
S- sensing - 1
F- feeling - 62
J-judging – 56
C. Activity 5:
The resource I could see myself using is Visuwords. Its is a website where you can essentially make different word maps, and do so in a way that would work well or different learners. I would use it within all my subject areas to inform the students of vocab. as well as to better their understanding of words they may already know. Visuwords can be found under checkpoint 2.1: Vocabulary and Symbols of Multiple Means of Representation. The link is: http://www.visuwords.com/
D. The activity that stands out the most is the personality test. It helped to renew my understanding that there are many aspects to a person’s personality and that these aspects make up numerous amounts of personality types.
The second activity is video number one. It helped me to really understand that even though a child may not be able to grasp the concept of reading or writing, or succeed in school, they can become a successful intelligent adult. Even though it’s not intelligent in the traditional sense they do have the intelligence to succeed in life.
Activity 6:
A. Under the second brain, the resource I chose is Kerpoof Teacher’s Program. I could see myself using this resource because I really like to enable kids to use creative outlets for projects and assignments. I would link this to various subject matter’s most likely to Language Arts, Science or History to allow children with the desire to think outside the box to deviate from the normal writing assignments or poster/explanation projects.
B. Under the third brain, the resource I chose is Setting Goals with Students. It falls under the category of “Promote Expectations and Beliefs that Optimize Motivation.” I would use this resource to help find more way to keep my students motivated to learn. Without motivation to learn the students will not be able to learn as well as if they enjoyed it.
DI-3; Sikes; KF; 21
Activity #4:
b). ESFJ-Extroverted(22%), Sensing(25%), Feeling(25%), Judging(67%).
Activity #5:
c). Images, Graphics, Animations, Video, or Tape are often the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events. I choose this the alternative visual approach because there was a resource that I really would love to use. It’s called the STEM Images. This resource stands for Science, Technology, Engineering, and Math. All these different subjects are presented visually, from graphs and tables to diagrams and math equations. I feel that learning through pictures or videos are more exciting and this pulls in the students’ attention towards the subject. For example; I am horrible at history, but when I watch videos on WW1 and other historical events I understand that material a lot better. Every student has their own way in learning, so when I become a teacher I hope I can grasp all the different ways; visual, auditory, customizing, etc..
Activities #1-5
d). The 2 activities that really stood out to me were the video clip of the man with the very small talent, and the UDL website. The video of the art inside of a needle really made me think about how people live their lives. He is a man that cannot read or write and not one teacher tried to help him. I feel that these teachers just did not try hard enough. If he had an interest in small things and the creativity he had with microscopic objects, teachers could’ve turned it into a project for him. For example; he told us that he could not read or write, so what if the teacher gave him a list of objects, egg, shoe, house, etc., and then going off of the words he would make a sculpture of each item using his incredible talent. Everyone has a special and unique talent; don’t let it go to waste.
This is what inspired me about the UDL website. There are so many different ways of teaching and ways for the students to understand new information. You could have someone who cannot read the text very well on a test, to help that student, as a teacher, make the font sixe bigger. Involving music into lectures is always a great way to remember information. I specifically remember in my 8th grade science class, we made up a song to the Adam’s family theme song about all the different bones inside a human body from head to toe. So every time we were taking a quiz or a test all you would hear is us, the students, singing softly the entire song. These alternate was of learning really help students learn and makes them more excited to learn and want to learn more. As a teacher you don’t want your students to think of school as a “jail,” but as fun and entertaining way of learning.
A. DI3SIKESLS4
B. ENFJ: Extraverted: 39%, Intuitive 12%, Feeling 75%, Judging 56%.
C. I chose Checkpoint 1.2: Offer alternatives for auditory information. Instead of teaching only by use of sound, this checkpoint allows there to be different ways for students to learn. It is helpful for individuals with hearing impairments and also for individuals who are visual learners rather than auditory learners. I would link this by teaching the lesson in multiple ways. For example, instead of just lecturing, I would also show pictures, have text examples, and show graphs that explain the lesson.
D. The two activities of the post that were the most helpful for me to create a new understanding were the Dove video and the personality test. It was very interesting to watch the Dove video and realize just how distorted our perception of beauty is. Everyone is beautiful in their own way, and it is important that we get this message across to young children. The personality test was also important because it shows how different everyone’s personality is. Everyone is different and it reflects how everyone learns in different ways. This is why teachers need to use multiple ways to teach lessons.
a.DI3, Sikes, AN10
b.ESFJ- Extraverted 11%, Sensing 25%, Feeling 38%, Judging 67%
c. I chose checkpoint 1.3- offer alternatives for visual information. The purpose of this checkpoint is to give you other ways to display information other than just visually. I would link this to the classroom by not only showing visuals but also verbally giving the information and have objects to touch to model the information.
d. The first activity that created a new understanding for me was the video in activity one. It shows that everyone is different and they shouldn’t be punished for that. He said his teachers made fun of him and made him feel small. No one should ever have to feel that way. The man in the video was skilled just in a different way and he should be appreciated for that not put down for it. The other activity was the Dove commercial video in activity two. I liked how at the end of the video it said “No wonder our perception of beauty is distorted.” This is very true because so many girls see pictures of these skinny models and want to be like them when in reality these models are just normal people as you saw the model before all the makeup and computer distortion. Everyone should be who they are and not conform to the perception the media displays.
a. DI-2-SIKES-LS-5
b. EFNJ
c. I found Visuwords which helps to increase students vocabulary. I found this by clicking checkpoint 2.1: Clarify vocabulary and symbols. Click more resources and the first one is the visuwords which is a link to the website. www.visuwords.com
d. The dove video was really good to see and eye-opening. I think that the media and young women put too much energy into their looks and how they think that society views them on a daily basis. This commercial shows that what media displays is a false perception and the girls need to respect themselves and love their body and more importantly love their image. The other activity I liked was the personality test. It was very interesting to see that I was an "E" because I always thought of myself is being quiet.
a. DI-2, Sikes, HAN, 8
b. Your Type is
ESFJ
Extraverted Sensing Feeling Judging
Strength of the preferences %
1 38 38 1
Qualitative analysis of your type formula
You are:
• slightly expressed extravert
• moderately expressed sensing personality
• moderately expressed feeling personality
• slightly expressed judging personality
c. UDL: ILLUSTRATE THROUGH MULTIPLE MEDIA
The students may tend to be more visual learners and to keep their focus it is good to have many options to teach with.
The websites that we are given were wonderful ways to get the class to not only hear about a subject but also a way to put pictures to the words. Students have different learning styles and using multiple sources such as these will keep them not only interested but engaged. When teaching a subject, I can find a site that can reinforce what I just taught. These sites are a good way to represent a topic in a different way.
d. Activities 4 and 5 are ones that I find most appealing and helpful. With the personality test(4) I am able to understand myself more and maybe see how my students think also. Then with the checkpoints (5) I was able to search through to find great information on how to teach in the classroom.
a.DI2sikesBS3
b.ENFJ
c.One resource I will use is the customizing the display of information because of my love for technology and the effects programs like Readability will have on a child. This checkpoint will link to my lesson by allowing the children to view different displays of information in a form appropriate for their learning disability.
d.This week activities one and four were most helpful to me. I was in amazement after watching the first video on the micro sculptures. First I was amazing the hair fragments and dust could be used to create such masterpieces. It was even more amazing that he always had learning disabilities and still can not read or write, yet he used his talent to get so far in life. The second activity that was helpful was the personality inventory. When describing myself, I would of never named the four personality traits I was given. My fourth letter was “J” for judging. I sat pondered after completing the inventory and sat back and thought about how I would be judging people without knowing it. It made me think about my career in teaching and realize I never want to judge a student, even if it is subconsciously. I will no longer assume I know my own traits.
DI Blog Week 3
A. DI-3; Sikes; E.R.; #7
B. ACTIVITY #4: ESFJ
C. ACTIVITY #5: In activity #5, I have discovered many useful tools that are unique and cater to many different learning styles. I feel one of the most important aspects of learning is activating prior or background knowledge. In this case, a tool I can see myself using in the future is a game called “digging for answers”. Now, what student doesn’t like playing games? This one is great because the students are learning and probably not even realizing it because it is a game. The game “digging for answers” will ask a question, and if the question is answered incorrectly, it will prompt the student with a link to background knowledge that will help them find the correct answer. I feel this game will be an essential learning tool because many times if students do not know the answer to a question, whether on a test or in a class discussion, they feel lost and will shut down completely. In this case, if a student does not know the correct answer, the game gives them an opportunity to think about prior knowledge they might have about the subject, which gives them more confidence to answer the question. http://smithsonianeducation.org/idealabs/digging_for_answers/index.html
D. ACTIVITY #1-5: In activity #1, Willard Wigan struck me as a remarkable person! He said in the interview that he felt small because his teachers could not help him with his learning problems, which included not being able to read or write at 5 years old. Through these personal struggles, Wigan created an art which is absolutely spectacular. His ability to create such microscopic works of art boggles my mind. A skill such as that, called micro-sculpting, takes an immense amount of patience and persistence, which a very, very sparse amount of people have. His dedication and motivation to pursue an art that he enjoys shows how he overcame his obstacles as a child, and transformed his feeling small into a literal “small” work of art; a smallness he can control. This video in particular made me realize that as a teacher, I need to be sure to address all students to be sure they are getting the attention and help they need. Although some will be more advanced than others, each student will struggle with something at some point in their educational career, and that is where I will come in to help them overcome their problems, educational or personal.
I also thought the article about “assuming” was very interesting. It made me realize how quickly the internet can spread a rumor and incorrectly give someone credit for something they didn’t do. Since the internet is one of the most widely used types of media for research, what people see on the internet they usually deem true. This article proves that you cannot assume that just because you see something on the internet, does not mean it is true, more research must be conducted in order to validate the information. Furthermore, this lesson learned is more important in the classroom in my opinion: the teacher must not assume anything about any of his/her students.
a.D.I.3.Sikes.M.R.8
b.My 4 letters are ENFJ
c.The source I found was “Highlight patters, critical features, big ideas, relationships.” This essentially provides students with an easy way to recognize important factors by providing hooks or prompts to assist them with a stronger understanding.
d.I greatly enjoyed watching the two movies at the beginning that were listed under activities 1 and 2. I think these two activities were most helpful because they were videos. I am a very visual learning. I learn more from seeing then I do from reading. I suppose that’s why I learn everything the hard way. What these two activities reminded me of was the idea to not assume. I was amazed by the art of the person in the first video. I was even more amazed by the Photoshopping abilities of turning a woman turned into the fake ideal of a beautiful woman.
a. DI-Section 3; Sikes; JB; #25
b. ENJF
c. Multiple Means of Representation:
Guideline 1: Provide options for perception.
Other ways of customizing the display of information for example are the size of the text, color, images, graphs, tables, charts, font, animation, sounds, font size and/or boldness, italicized, or underlined.
d. The Art in the Eye of a Needle and the Rules Kids Won't Learn in School activities were most helpful and renewed an appreciation for all types of people and all kinds of learning. The man in the video clip proved how even people who are limited to literate capabilities can thrive in many areas, and those people need to be given just as fair a shot in life as typically educated people. The rules activity is something I wish I could have read in High School to put my future in perspective and have a greater respect for the process of becoming a professional and the respect for taking the necessary steps to grow up and show respect for my elders and people of authority in my life.
A. DI SIKES 3; SC;23
B. ESFJ
C. THE UDL that I found under MULTILPLE MEANS OF REPRESENTAION was 2.5, Illustrate through multple media. This means to not just using text in your lessons. You want to use illustrations, simulations, images or interactive graphics to keep the students engaged in the lesson.I think every teacher needs to make their lessons and incorparate multiple media's beacuse every child learns differently.
D. I think activities 4 and 5 were the most helpful. I number 4 i learned more about my personality and what i need to work on. In activity five i read alot of different approaches that helps teachers keep all of their students involved.
DI3SikesMA26
ESFJ
I chose the Checkpoint 1.2 which is offer alternatives for auditory information. This type of information is for individuals who have a difficult time not only hearing but also processing information and who have memory difficulties. This can be adjusted by multiple solutions including picture charts, processes of speech to text, sign language, and also tactile materials. I have worked with students that have a hard time transitioning and remembering the sequences of events. I have made schedules out of pecs that the students can carry around with them to remember what event comes after which. I have seen these work well with transitioning.
I feel that the two activities that stuck out the most to me were the two videos that we watched. The first one reminded me that you have to remember that no matter how small- literally- you have to remember and realize that everyone has talents, and that it is important to find any way to highlight them and praise them for what they strive in. The second video showed me how much something can be altered, and also how someone that looks so perfect on the outside really may not be on the inside and vise versa. The changes that an individual can make to themselves are unbelievable, and no matter what they look like we still have to treat them all the same.
DI-3,SIKES,CC,27
Activity #4
My four personality letters are E S T J
Each of those letters stand for Extraverted, Sensing, Thinking, Judging
My percentage for each letter is 22, 25, 1, 67
Qualitative analysis of your type formula
You are:
slightly expressed extravert
moderately expressed sensing personality
slightly expressed thinking personality
distinctively expressed judging personality
Activity #5
The UDL Resource that I found under Multiple Means of Representation is Read With Me eBooks. The instructional approach guides teachers and parents in how to “talk” to children when they read storybooks aloud. I would link Read With Me eBooks to learning during parent-teacher conferences, and even mention the resource link in weekly letters to the parents to better assistant their young learners during story time.
Activities #1-5
The video in activity 2 renewed my understanding when it comes to viewing students, and people in general for that matter as more than just skin deep. Everyone truly has there own unique differences that make them beautiful, and all have something that they can contribute to the classroom, whether it be through cultural background, physical beauty, challenges or personal preferences. Another part of the activities that I’ve learned from most is Activity 5, I never realized how many resources there are available to help assist teacher and parents better accommodate their students to learn in a way that is most efficient and will allow them to receive the best results. Under visualization something as simple and making the colors on a chart or vocabulary table can make all the difference in helping a visual learner understand the material, or the resource from the Zen Garden which using the same information presents itself to the student in various formats to keep them intrigued and not be distracted. I found some great resources from activity 5 that I will definitely keep for future references as a teacher.
DI- Section 2
Sikes
KC
21
B. ESFJ
C. I really liked the idea of offering ways of customizing display information. I enjoy being creative so creating digital presentations for my classes that contain stark contrast between the background color and the font color or interesting graphics will allow my class to be more readily engaged.
D. I really enjoyed the first video and thought his talent was absolutely incredible. I felt horrible that his teachers made him feel “small” while he was in school, thus he felt the need to achieve greatness later in his life. It really proved that students will come with a wide array of availabilities and it is important to focus on their strengths and utilize them to strengthen their areas that need improvement.
a. DI-2; Sikes; LB; 23
b. ESFP
c. www.readability.com. This is a great website to use to help you focus while reading a web article. It takes any website and eliminates any advertisements. It will bring the text forward, giving you the option to enlarge the print or change any colors to help make it more enjoyable for you to read. It's free to download to any smart phone or computer, just insert the url link above.
d. The two videos as a whole were very helpful to me because they reinforced that nothing can be assumed. It is human nature to deceive or have a deeper meaning. I hope that I can maintain a judgment free atmosphere with my students and fellow peers. The other activity that helped me was the three brains activity. It helped me get a new understanding for how different I can instruct my classroom and the vast resources I have to offer my students.
DI-3 SIKES C.C. 24
#4) I was given the letters INFP which stand for introverted (67%), intuitive (62%), feeling (75%), and perceiving (22%).
#5) The resource I found was titled “Music and Dance Drive Academic Achievement” and it is all about the Opening Minds Through the Arts (OMA) program. The program is a student-achievement program that uses music, dance, and visual arts to teach skills used in reading, writing, math, science, and other subjects. You can find this resource by going to the Multiple Means of Representation page by clicking the link under the purple brain; from there you go to checkpoint 2.5 and click on the view examples and resources button. The resource I used is the fourth one down and has the word arts shown in the far right column; you can also go to the website http://www.edutopia.org/arts-opening-minds-integration-video.
#1-#5) The two activities that were the most helpful for me were the personality test and the Dove evolution video. I found the personality test to be enlightening because I did not think I would get the scores I did, this lead me to think that even I have misconceptions about myself. I know that the test is not fool-proof but it is still interesting to see myself in a way that I never thought was possible. The Dove evolution video was also good because it helped renew my understanding of how “beauty is only skin deep” or in the case of that video digitally-enhanced skin deep. It reminded me of how appearances play a role in our perceptions of other people and that they can be deceiving. I remember in my high school the smartest student from our class had purple hair, several facial piercings, and dressed all in black; if someone walked by this person on the street honor student would probably be the last thing on their mind.
Anonymous
DI-2, Sikes, AD, #16
Week #3
B. I. S.T.J.
C. Guideline 1: Providing Option for Perception
This UDL resource gives students options for visual information presented by the teacher. The teacher may incorporate videos, images, animation and graphs in the lesson. The additional visual aids will enhance the lesson and help the students to understand what the lesson is about.
D. Activity #1 (Video)
This video demonstrates how an individual with a learning disability can still fine the means of expression through his intensive art work. Sadly his teachers did not recognize his abilities and made him feel like nothing. This story was very touching because it made me realizes that I should focus on a student’s positive abilities and concentrate on that aspect of learning.
Activity #2 (Video)
This video emphasizes how the media portrays what beauty is. The media is very influential to students and therefore their perceptions of what beauty is may be altered by advertisements shown by the media. This video shows how advertisements are enhanced such as photos, billboards and magazines are edited to portray a certain image, and in reality the model may not have most of the enhanced features demonstrated by the media. Beauty is not what the media advertises, it comes from within an individual and it does not only pertain to the physical attributes of a person. Your personalities, sense of humor, thoughtfulness, kindness are different qualities of individuals that make them beautiful
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