Reflection #4

Universal Design for Learning: Meeting the Needs of All Students

       I must say that I loved that this article and video covered such a key fact to learning; that we are all diverse learners that comprehend and approach learning differently. Taking down the walls/ barriers of an inflexible curriculum, and reshaping it to meet the needs of all students. “The UDL framework provides a flexible, responsive curriculum that reduces or eliminates barriers to learning. Using a UDL approach, SLPs and other educators offer curriculum options that present information and content in varied ways, differentiate the manner in which learners can express what they know, and engage students in meaningful, authentic learning.”(the article by Patti Ralabate)  In the video it covers the concept of 3 brain networks: recognition- the what of learning, skills/ strategies- the how of learning, and caring/ prioritizing- the why of learning. These are such value concepts in my book and I loved that the UDL program covers it. All learning starts with interest of the learner, through the what of learning students can identify a basic understanding, with the why of learning it allows students to make connections and to apply what they have learned. The why of learning helps to connect interest with answers and gives reasons to how things work, to comprehend things as a whole. I know from experience, that when you are working with students of vastly different needs/ supports and different ways of learning, it can be hard to meet all needs and it’s essential to have access to a flexible curriculum that helps to cut down the initial barrier.

       The UDL program seems to connect well with ISTE student standards #1 (creativity and innovation), and #4 (critical thinking, problem solving, and decision making). Students can use their existing knowledge to create new solutions and ideas, and discovering new information through the UDL program that is unique to them. They can also use their critical thinking and problem solving skills to identify new problems and solutions, to complete tasks, and to discover new information and alternative solutions through differing perspectives.

Video: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0/

Article: http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

Reflection #3

What students do (and don’t do) in Khan Academy  By: Dan Meyer

       This article discusses the dos and don’ts of what students do in Khan Academy, which seems to be an online site with exercises (math) that are supposed to line up with common core standards. Dan Myer completed the Khan Academy 8th grade year and discovered what type of exercises/ work they are doing and how it’s produced. In his analysis Dan explains that, “This brief analysis has revealed that Khan Academy students are doing two primary kinds of work (analysis and calculating) and they’re expressing that work in two primary ways (as multiple-choice responses and as numbers). Meanwhile, the SBAC assessment of the CCSS emphasizes a different set of work and asks for more diverse expression of that work.”

       I really like how he explains the short comings of his results and how limited technology really is in terms of a child’s learning, and its missing key aspects that is better attained from a teacher. Though with time this type of technology, things can only get better. However it may be, the Khan academy’s limitations make sense but still with no exceptions; students need a well-rounded education that allows for more critical thinking, problem/ equation solving, etc. through other options than just multiple choice and fill in the blank. Dan makes an excellent point how students should enjoy learning, be flexible thinkers, and have a healthy understanding of themselves as learners. Though I see nothing wrong with multiple choice/ fill the blank answers, I do agree that there needs more to learning math. I feel as these two options limit a student’s thinking ability. With more calculating/ solving/ arguing types of questions it can allow for further and true understanding of the material given. Whereas the other two option give a higher chance of guessing without fully understanding the math material given.

       I’m not quite sure what ISTE student standards would connect with this article, I guess it could be related to #6 (Technology operations and concepts). As students learn to work with this online academy, understanding how its tools work, how to access the different exercises, and how to maneuver themselves through the site.

http://blog.mrmeyer.com/2014/what-students-do-and-dont-do-in-khan-academy/

My opinion on mobile learning

Mobile learning can be very beneficial to the classroom and student understanding. However I find that it is important for the use of technology to monitored and used in moderation. There are so many great Apps out there that allow for learning assistance, creating slide shows/ books/ interactive PowerPoint/etc. It is great because it allows for students to get more involved with hands on learning. But lets consider that especially with younger children it can often become a distraction or be hard on the eyes after some time. As teachers its important to utilize the tools we are given, and with this day and age technology is becoming almost essential to reaching students educationally. Yes, technology can enhance learning and make it more dynamic. Something to be weary about though, is knowing when its boosting student learning and when its taking away from student learning and understanding.  Like everything else,  using apps and technology within the classroom has a time and place, but it shouldn't be a constant within the classroom. I believe that the use of things like apps/ ipads and other forms of mobile learning is good as a TOOL to assist you as a teacher in your teaching. Mobile learning shouldn't be the main thing that is the staple of a classroom.

Reflection #2

Digital Tools Evolving to Track Students' Emotions, Mindsets by Benjamin Herold

    The idea of creating a program that brings new understanding to the concept of tutoring to the home and the classroom sounds like an excellent and fascinating idea, especially because it seems like it could be accessible to a wide range of students. It also seems like the concept could be very beneficial to young elementary students and how the program would interact/ respond to their emotional responses. The article discusses the opportunity of developing computerized tutoring systems, in which several organizations are working on developing a program that meets the needs of the student. For example the MIND research institute are hoping to create a, ”software that would be able to recognize each student's strengths and weaknesses across each of those domains, then provide a steady stream of customized problems based in part on such factors as a student's capacity to keep trying to solve new challenges.” But still at this time their research focuses more on the mind and character traits of the typical 2nd grader. A program like this could majorly shape student learning and better evolve student tutoring. I love how the article makes the point that, "The idea is that emotions have a powerful influence on cognition.”  It’s a strong statement that I completely agree with.  If you think about it from the perspective of a child working on their math homework, when they come across hard problems  their frustration and anger can influence/effect their ability to look for other ways to solve it. With the concept of a program that acknowledges strengths, weaknesses, and human emotion, the program in concept could sense the frustration and better help the student to problem solve and bring down frustration. Frustration too often can stunt critical thinking and a student’s ability to openly learning. As a future teacher I am actually excited for the idea of this program and its possibilities to reshape and enhance tutoring.  The article seems to be more directed towards mostly #4(Critical thinking, problem solving, and decision making) and some of #5(digital citizenship) of the ISTE standards for students. The concept of a computerized tutoring program allows for students to problem solve, manage and complete tasks, to analyze information and to make cognitive decisions of what’s correct, and the possibility of seeing problems and solutions from differing perspectives. This program in time could possibly be a lifelong learning tool that can be used at any age and encourage a more positive use of technology.

http://www.edweek.org/ew/articles/2016/01/13/digital-tools-evolving-to-track-students-emotions.html

Reflection #1

A reflection on The child-driven education  by: Sugata Mitra

     The TED talk video with Sugata Mitra, discusses an experiment he did in South Africa, Italy, and New Delhi (India). In this experiment, he gave children access to computers and the web on their own time, and he would ask them questions of what things were, he would give them a program on basic biology all in English, etc.  These children were left to figure out the answers for themselves and were given the opportunity to self-teach one another. The results of this experiment was pleasantly shocking. These children went beyond what was expected of them in terms of educational comprehension results. Two things that were stated in video that really caught my attention were: 1.) A teacher that can be replaced by a machine should be (4:20) 2.) If children have interest then education happens. (4:30) Though I agree with both statements, its worry-some to me because it seems as if it’s already starting to happen where machines are replacing teacher aspects. To me teaching is about more than just reading from a book, giving homework and tests because even a machine can do that. Teaching is about the connections whether it be teacher student connection, or connecting the material given and how the student can comprehend and relate it to their life. A good teacher makes material understandable for multiple learning styles, they make personal connections with their students to show they care for each child’s education and want to see them succeed, and to create a safe environment where education and learning is fun and captures the interest of the students; a computer can’t do those things. Interest is truly what sparks education, because without it the desire to want to learn and comprehend isn’t there. The idea of Sugata’s experiment possibly being implemented in countries around the world is great for areas that don’t have access to good teacher’s and many materials. It’s good because it allows for children to have access to knowledge and information where things are limited and it won’t stump their learning. However I still believe that a good teacher is an asset that needs to be held on to, and something we desperately need more of.  In terms of ISTE standards, the experiment connect most with #4 critical thinking, problem solving, and decision making. Which shows how these children use critical thinking to discover information, to solve problems ( like using google translate for language barriers),and discovering decision making  by working together and creating tasks for one another to research.

https://www.ted.com/talks/sugata_mitra_the_child_driven_education#t-258954