Reflection from course 6714

Lynette’s Reflection from course 6714

WOW! I have a repertoire filled with ideas on how to Differentiated Instruction (DI) using technology while using Universal Design for Learning (UDL) model. I have acquired the knowledge on how to use a Voice Thread, how to use a glog, collaborating on a social network, and how to use multi-media. Most importantly knowing and understanding how our brains are wired, helps me to plan lessons for the diverse learners in my classroom. The brain is one big network, broken down into three networks, 1) Recognition (“what” of learning) 2) Strategic (“how” of learning) 3) Affective (“why” of learning) (Laureate Education, 2009c). How do I teach students with different needs? I use the three types of flexibility the Center for Applied Special Technology (CAST) has matched with the three brain networks. They are, 1) Recognition, multiple means of representatives 2) Strategic, multiple means to express themselves 3) Affective, multiple means of engagement (Laureate Education, 2009c). Every student has unique means in learning and understanding, which leads to Multiple Intelligence (MI). There are seven main MI’s in students, 1) Linguistic (words) 2) Logical-Mathematical (reasoning) 3) Spatial (images and pictures) 4) Bodily-Kinesthetic (sensations) 5) Musical (rhythms and melodies) 6) Interpersonal (ideas and leading) 7) Intrapersonal (time alone), all seven intelligences interact with each other (Multiple Intelligence Worksheets) Everyone has all the intelligences, but each person has a unique combination (Hampton, 2009). Therefore, there is more than one way for students to learn.

In our Differentiation Station Social Network, I was getting many sources from my colleges. I would open the sources to view, and then I would save to my delicious bookmark. Then I tagged my sources using at least three different tags, in case I forgot the name of one of the tags I would have two other tags I could use to find my source. How I am going to use this information to implement the principles of UDL and DI is viewing my delicious tags before I plan a lesson and at the end of the day, after a lesson. Before the lesson, I will be looking for ways to meet the needs of my diverse learners. Tomlinson (Laureate Education, 2009b) explains it is important to plan and organize DI for it is the key to orchestrating students. To not have a plan complicates trying to DI for diverse learners in the classroom. After the lesson, if something did not work I will look at my delicious tags for ways to enhance the learning for my students the following day. I will be looking at my students’ readiness, interest, and learning profile when I am planning my DI and then I will integrate technology into each.

The immediate change I will make in my instructional practice is planning ahead to implement technology for all diverse learners. Knowing students have a combination of MI’s I can use a variety of methods using technology. A resource from, Tech Connections, http://www.everythingdi.net/mitech/techconnect.htm , gives various ideas using technology in a diverse classroom. Technology easily modifies and customizes learning (Laureate Education, 2009a). It is the most effective way to engage students while they are learning the content.

As a learner in this course, I was engaged. I can only imagine becoming a partner with my students in their quest for learning while implementing technology into their learning. With the combination of what I have acquired about the use of technology in the classroom and the combination of what my students know about technology is going to take both of us farther beyond our expectations. Let the learning begin!

Take Care,
Lynette

Reference List
Laureate Education, Inc. (Producer). (2009a) Differentiating instructional elements[Motion picture]. Reaching and Engaging all Learners Through Technology. Baltimore:Author.

Laureate Education, Inc. (Producer). (2009b) Managing the differentiated classroom.[Motion picture]. Reaching and Engaging all Learners Through Technology. Baltimore:Author.

Laureate Education, Inc. (Producer). (2009c) Brain research and UDL [Motion picture].Reachingand Engaging all Learners Through Technology. Baltimore: Author.

Multiple Intelligence Worksheets. (nd). The seven multiple intelligence in children. Retrieved August 15, 2010, from http://www.spannj.org/BasicRights/appendix_b.htm#test

Hampton, R. (2009, June 15). Multiple Intelligences Theory. Multiple Intelligence. Retrieved July 6, 2010, from http://lth3.k12.il.us/rhampton/mi/mi.html