1.1 Candidates will be able to design meaningful activities and learning experiences that incorporate the guiding principles of Universal Design for Learning and appropriate technology tools and resources.
To meet key concept 1.1 on meaningful activities and learning experiences that incorporate principles of UDL and appropriate technology tools and resources, my partner and I modified a lesson plan in ED 602. The lesson plan was on how to document the design process in technology education. We took the concept of documenting the design process and incorporated principles of UDL. This lesson was delivered to the class. The objective of the lesson was for the students to document their design process to clearly communicate that process to an intended audience. In this lesson the students were asked to design a paper airplane and document how they designed it so that another student could follow directions and create the same paper airplane. This lesson incorporated UDL principles. Students could customize the display of information (Representation 1.1) by having choice of how they would want to communicate their design (list, drawing, labeling). Students could also choose to use multiple tools for construction and composition (Action & Expression 5.2) by choosing which materials with which they would like their paper airplane designed. This lesson also incorporated the UDL concept of Engagement by offering the students individual choice and autonomy (Engagement 7.1) through giving them options on both the design and the materials. Plus, the fact that making a paper airplane is very engaging. In this project, students were tasked with keeping an electronic journal. The students were to do this on Google Docs. This technology was appropriate to this lesson because Google Docs are easy to use plus they allow the students to share their journal with others. During the lesson, students needed to assess each other's progress. They could do that by analyzing the journals. In addition, during collaborative aspects of this lesson (students were asked to collaborate on the design of the robotic arm), they could keep their notes on a Google Doc to share.
To meet key concept 1.1 on meaningful activities and learning experiences that incorporate principles of UDL and appropriate technology tools and resources, my partner and I modified a lesson plan in ED 602. The lesson plan was on how to document the design process in technology education. We took the concept of documenting the design process and incorporated principles of UDL. This lesson was delivered to the class. The objective of the lesson was for the students to document their design process to clearly communicate that process to an intended audience. In this lesson the students were asked to design a paper airplane and document how they designed it so that another student could follow directions and create the same paper airplane. This lesson incorporated UDL principles. Students could customize the display of information (Representation 1.1) by having choice of how they would want to communicate their design (list, drawing, labeling). Students could also choose to use multiple tools for construction and composition (Action & Expression 5.2) by choosing which materials with which they would like their paper airplane designed. This lesson also incorporated the UDL concept of Engagement by offering the students individual choice and autonomy (Engagement 7.1) through giving them options on both the design and the materials. Plus, the fact that making a paper airplane is very engaging. In this project, students were tasked with keeping an electronic journal. The students were to do this on Google Docs. This technology was appropriate to this lesson because Google Docs are easy to use plus they allow the students to share their journal with others. During the lesson, students needed to assess each other's progress. They could do that by analyzing the journals. In addition, during collaborative aspects of this lesson (students were asked to collaborate on the design of the robotic arm), they could keep their notes on a Google Doc to share.
1.2 Candidates will be able to apply a learner-centered framework, including learner-centered principles, to the development of learning activities.
I met key concept 1.2 on applying a learner-centered framework and learner-centered principles to the development of learning activities by redesigning a lesson using principles of UBD (Understanding by Design) in ED 602. My partner and I took and existing lesson plan from a high school technology education curriculum and incorporated principles of UBD into the lesson. In this lesson the students were asked to do some background reading on the design process then create an engineering journal in which they would eventually record their design process for building a hydraulic robot arm. Over the course of the class they would eventually build that robot arm. This lesson was modified to allow students to take control of the process in many ways. For example, students were given choice on how to access the content of the article on Edison (they could read or watch a video). Students also had choice in how they designed their journals. Other UBD principles of responsibility (students complete a self-assessment) and cooperation (students work in pairs to design and complete the robotic arm) were evident in this lesson.
I met key concept 1.2 on applying a learner-centered framework and learner-centered principles to the development of learning activities by redesigning a lesson using principles of UBD (Understanding by Design) in ED 602. My partner and I took and existing lesson plan from a high school technology education curriculum and incorporated principles of UBD into the lesson. In this lesson the students were asked to do some background reading on the design process then create an engineering journal in which they would eventually record their design process for building a hydraulic robot arm. Over the course of the class they would eventually build that robot arm. This lesson was modified to allow students to take control of the process in many ways. For example, students were given choice on how to access the content of the article on Edison (they could read or watch a video). Students also had choice in how they designed their journals. Other UBD principles of responsibility (students complete a self-assessment) and cooperation (students work in pairs to design and complete the robotic arm) were evident in this lesson.
1.3 Candidates will be able to design learning opportunities that facilitate creative problem solving, communication, collaboration and critical thinking.
We addressed key concept 1.3 through the lesson redesign that we did as a group in ET 605. In this assignment we took a two-day lesson and redesigned it incorporating technology as well as to facilitate creative problem-solving activities while providing students opportunities for communication, collaboration and critical thinking. The objective of the lesson was to have students be able to identify and draw lines of symmetry and reflections. Throughout the two days of this lesson, students are asked to collaborate in both high and low-tech ways. Students were able to work together to complete a Kahoot activity as well as use patty paper to draw reflections. Later in the lesson the students had to work in groups to explore the math is fun website and use patty paper to discover how shapes rotate through a coordinate plane. Students communicated and applied both creative problem-solving and critical thinking skills to achieve this task. The purpose of this lesson redesign was to allow students to work collaboratively to solve problems and explore new content in math.
We addressed key concept 1.3 through the lesson redesign that we did as a group in ET 605. In this assignment we took a two-day lesson and redesigned it incorporating technology as well as to facilitate creative problem-solving activities while providing students opportunities for communication, collaboration and critical thinking. The objective of the lesson was to have students be able to identify and draw lines of symmetry and reflections. Throughout the two days of this lesson, students are asked to collaborate in both high and low-tech ways. Students were able to work together to complete a Kahoot activity as well as use patty paper to draw reflections. Later in the lesson the students had to work in groups to explore the math is fun website and use patty paper to discover how shapes rotate through a coordinate plane. Students communicated and applied both creative problem-solving and critical thinking skills to achieve this task. The purpose of this lesson redesign was to allow students to work collaboratively to solve problems and explore new content in math.
Source: https://www.turtlediary.com/lesson/reflection-rotation-translation.html
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1.4 Candidates model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally.
In our program we addressed key concept 1.4 through the telecollaborative project. In this project we worked as a group to research and plan a telecollaborative lesson that promoted diversity, cultural understanding, and global awareness through applying math skills and concepts to a real-world problem. Students were also asked to communicate through Skype with another class to compare community statistics. Students were asked to take data and interview people in their community about things such as population make-up, job income, average rainfall, elevation/topography, and availability and cost of goods and resources. Then after analyzing and organizing the data would contact another class in another part of the U.S. or the world and compare data. Students would then collaborate with each other and with students in the other class to reflect on issues of equity between the two societies and to develop and action plan to address any issues. By working with other students in other parts of the country or world students become more globally aware and are exposed to other diverse cultures.
In our program we addressed key concept 1.4 through the telecollaborative project. In this project we worked as a group to research and plan a telecollaborative lesson that promoted diversity, cultural understanding, and global awareness through applying math skills and concepts to a real-world problem. Students were also asked to communicate through Skype with another class to compare community statistics. Students were asked to take data and interview people in their community about things such as population make-up, job income, average rainfall, elevation/topography, and availability and cost of goods and resources. Then after analyzing and organizing the data would contact another class in another part of the U.S. or the world and compare data. Students would then collaborate with each other and with students in the other class to reflect on issues of equity between the two societies and to develop and action plan to address any issues. By working with other students in other parts of the country or world students become more globally aware and are exposed to other diverse cultures.