UDL Lesson Reflections

Friday, December 04, 2009 - 7:50 p.m.


Through our study this week, we were introduced to the UDL Lesson Builder. Before I share my reflections, I would like to provide a brief description of the components of a UDL Lesson. CAST (Center for Applied Special Technology) philosophy states that the UDL is for all students, regardless of their academic abilities. The philosophy behind the UDL is that it enables teachers to critically examine the components of a lesson such as objectives, methods of delivering content, instructional materials used in teaching the lesson, assessment. The UDL provides the framework teachers utilize in organizing multiple ways that students use to gain information and knowledge.

Research on brain processing found that the brain processes information through three brain networks, recognition networks, strategic networks, and affective networks. Briefly explained, recognition networks deal with the “what” of learning (what is seen, heard, read); strategic networks deal with the “how” of learning (organizing and expressing ideas); and finally, affective networks, the “why” of learning (challenges and excitement).

I found the development of the UDL lesson to be a challenging experience. Not only did I have to focus on the objectives to be addressed, but activities that focus on each of the three brain networks. Activities that focus on the recognition networks provide various examples, highlighting critical features, provide lessons that have multiple media and formats, and support background context. Strategic network activities provide various ways to model skilled performances, provide opportunities to practice a new skill, provide relevant and frequent feedback, and multiple ways to demonstrate the new skill. Finally, affective network activities offer choices of tools and content, various levels of challenge, rewards and a choice of learning context. The creation of the lesson was a lot of work, required a lot of thought and reflection on the assignment and the methods and activities utilized to teach a concept. I’m sure through practice, developing UDLs rather than a standard lesson plan, will become second nature. I feel that we owe it to all our students to take the time and energy necessary to create lessons that will meet the needs of our diverse student population, our students need us to do so.

Lamar Web Conferences

Saturday, November 28th, 10:00 a.m. – my first web conference as a student of Lamar University. Dr. Diane Mason led the conference from the comfort of her own bedroom floor! I found the experience to be very helpful, Dr. Mason answered a number of questions I had about our group project. I met one of my group members at the conference (Diane R.) and we were able to meet at our Google Doc after the conference and share notes. I found that to be an invaluable experience. While taking a class online is a 21st Century learning tool, there is still something about seeing a professor face to face, having the opportunity to ask questions and interact with a “live” person that helps to keep that part of being a graduate student alive. As a digital immigrant, having an opportunity to be exposed to more and more technology, it will become a part of our everyday life, in our homes and our jobs. I remember when email first made it’s way into my house, I thought that it was just a fad, that it wouldn’t last long. Now, I can’t imagine not being able to communicate and share with friends and family, those just down the road and across the country. I enjoyed the experience and look forward to another opportunity to meet from the comfort of our own homes.

Week 2 Part 3 Assignment

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TX Long Range Plans for Technology, 2006-2020 Opinion

The Texas Long Range Plan for Technology, 2006-2020, implemented in 2006, with the focus being to make recommendations for stakeholders in four key areas. Those areas were identified as Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology. This opinion will focus on Educator Preparation and Development. Jackson Technology Center, a middle school (grades 6-8) in the Garland Independent School District is a magnet school which includes a diverse student population. Fifty percent of the student body is magnet students while the remaining 50% are students living within the attendance boundaries of the school.

Progress:
According to the National Educational Technology Trends Study, Local-level Data Summary, 2008, , 89% of districts participating in the survey offered within the past 12 months, professional development focusing on enhancement of student learning only in areas of math and/or reading. Sixty-eight percent plan to offer this type of professional development within the next year, while 2% of districts have no plans to offer technology related professional development.
The Progress Report in the Texas Long Range Plan for Technology, 2006-2020, states that there were slight gains on the Texas Teacher STaR Chart from September 2006 to September 2008, (2008, p. 101). This improvement can be attributed to increased availability of professional development for educators.

Jackson Technology Center (JTC) showed an increase in Educator Preparation and Development, Key Area Totals from 12 in 2006-2007, to 14 in 2007-2008. In 2008-2009 the total increased to 17 indicating that JTC is meeting the needs for ongoing Educator Preparation and Development.

Trends
National trends indicated that district provided professional development had a slight decrease following the initial implementation of NETTS. Meanwhile, levels of progress in the area of Educator Preparation and Development in Texas showed an overall increase between 2006-2007 and 2007-2008. The trends at the campus level resemble progress at the state level for the years 2006-2007 and 2007-2008 with a 3 point gain in 2008-2009. This may be attributed to the district’s ongoing Technology classes offered to district personnel.

Garland ISD provides ongoing opportunities for teachers to participate in district technological training through the use of the Technology Labs. These labs offer teachers professional development in areas focusing on computer skills such as Microsoft Word, Excel and PowerPoint as well as the integration of district supported educational technology programs, including, but not limited to, Safari Montage, Apangea, Qwizdom, Epath, Study Island, and PLATO. Recommendations for the continuation of Educator Preparation and Development would be to continue in the same manner as in years past by offering a wider variety of classes and professional development opportunities that address the diverse technological abilities of the educators within the district.