RtI, UDL, and Theatre: A Lesson In Self Expression

Week 5 Blog-Rti and Universal Design Learning

Part I

Not all students are created equal. Some students are independent and can “do it on my own!” Other students have brilliant ideas, but do not possess the skills needed to bring their ideas to fruition. Understanding the CAST Universal Design for Learning (UDL) and incorporating UDL strategies into lesson plans can help bring out the best in all students.

    In the article “A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology,” the authors outline the common links between the Response To Intervention (RtI) and the Universal Learning Design (UDL) frameworks (Basham et al., 2010). Both frameworks operate on a tiered system. Tier one supports all students, tier two provides targeted interventions, and tier three provides more individualized instruction. Although RtI and UDL have many similar qualities, they have not “crossed paths” much in the classroom. The authors of the article suggest incorporating the different levels of UDL support into each tier of the RtI process (Basham et al., 2010). By combining these two powerful frameworks to support students, educators can unlock many doors students once felt were impossible to access.

In my lesson, “Acting Isn’t Just for the Actors,” the multitier design of both the RtI and UDL frameworks can be easily integrated so all students can successfully complete the assignment. First, RtI students' goals must be reviewed. Once the teacher has a solid understanding of what supports and scaffolds a student needs, the lesson can be customized to meet the specific needs. For example, if a student struggles with dysgraphia, the teacher may allow the student to create their project on an iPad so they can use the touchscreen technology instead of typing or handwriting the written parts of the project (Basham et al., 2010). This simple change incorporates the “Action and Expression” UDL guideline and accommodates for the student’s fine motor limitation.

Part II

In order for students to get the most out of an assignment or project, they must be authentically engaged. UDL design guideline 8.3 includes activities to foster Collaboration and Community. Through the development and implementation of cooperative learning groups, my lesson provides the opportunity for students to experience the creative process together. They communicate their ideas, listen, and make changes all while working toward the same learning goal.

communicate their ideas, listen, and make changes all while working toward the same learning goal. 

Another UDL guideline that is incorporated into my lesson falls under the Action and Expression umbrella. 5.2 includes using multiple tools for construction and composition. Students are encouraged to develop pictorial story maps to brainstorm and organize ideas. They have the autonomy to create these with pencil and paper or electronically using clip art. Another construction tool made available are sentence stems. Sometimes just getting started is the hardest part. A simple sentence stem can prove to be the powerful springboard a student needs for their ideas to take off! What may seem like a small accommodation can make a huge impact on a student’s ability to really show what they know and exceed beyond their own expectations. By including strategies from the UDL, teachers are giving all students the key they need to unlock the door to their learning.

References:

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and Technology. Learning Disability Quarterly, 33(4), 243–255. https://doi.org/10.1177/073194871003300403

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

EDUC 5313 Week 3 Blog Assignment

Infographic made with Canva.
References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.
ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

  

Week 3 Blog

  "How People Learn II: Learners, Context, and Cultures" (2018) chapter 4 explores processes the brain uses in order to learn. Executive functioning and self regulated learning play an integral role what and how students learn. Students must be aware of their thinking and understand why they think what they are thinking.
    In addition to executive function and self regulated learning, students must also have a good memory. There are three types of memory. Reconstruction memory, working and long term memories and memory for episodes. It is imperative students are able to recall previously learned lessons, ideas, and experiences. Teachers can improve student learning by tying ideas and concepts into cues such as visuals to assist students' recall of information.
    Designing lessons that allows student autonomy and incorporates student interests will help to build intrinsic motivation. Allowing students to explore open ended questions and create a final product or prototype fosters creativity and relevance (Gura, 2017). When students can collaborate with peers to discuss their thinking, they are able to clarify their thoughts. Collaboration also creates opportunities for students to receive immediate feedback. Students can consider making changes if their thinking has changed due to peer feedback or consideration of a new point of view and questioning. 
    The ITSE student standard 1.4 Innovative Designer marries the ideas HPL2 and Gura's ideas of creating a creative classroom. Students are able to develop their own process to solve real world problems while using digital tools. Students might experience productive struggles as they collaborate with their peers to test and refine their products. 
    When designing lessons, various tools and processes to support executive functioning and memory should be considered. For example, students could make a slide deck defining new vocabulary words. This activity would allow students students to choose a visual that is linked to the meaning. If students are struggling with recall, the slide deck is available and student could access work they previously completed to help recall the meaning.
    In conclusion, when designing lessons with the ITSE 1.4 Innovative Designer standard in mind, teachers can build an environment that fosters creativity through the use of student choice and technology. In addition, teachers can build in memory practice and opportunities for students to justify their thinking.

References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.

ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

Hi Y'all! (Week 1 Blog)

    Hi y'all! My name is Carrie Fisher. In the fall I will begin my twenty third year of teaching, and my fifth year of providing reading and math intervention to our kindergarten through fifth grade MES Roadrunners!

    Now that my own children have all completed elementary school, I would love to teach theatre at the middle school level. Through theatre, I could help students grow their literacy analysis, vocabulary, fluency, and critical thinking skills while developing a love of theatre. While I have not taught theatre in my professional career, I believe finishing out my career at the middle school level would be a welcome challenge.

    One of the aspects of teaching I love the most is creating assignments that allow students to utilize their creativity in showing what they know.  The ISTE standard, Innovative Designer, expects "students use a variety of technologies within a design process to, identify and solve problems by creating, new, useful or imaginative solutions" (ISTE standards: Students 2017).

    In order to support Texas Essential Knowledge and Skills (TEKS) 4.11, the writing process, and TEKS 4.13h, choosing a mode of delivery using ITSE standard four, I would have the students research elements of fairy tales, compose an original fairy tales, then publish their story as a digital book. Students would use choose from a variety of design tools to create their book. As they create and develop their animations and voice overs, students will have to assess their work and make changes as needed. Students would also provide feedback to their peers in order to make the best digital book experience. 

    When students are able to choose from a variety of digital tools to create their digital story, they are given the opportunity to experience the Triple E Framework, engagement, enhancement, and extensions of learning goals (Kolb, 2020). Students are engaged because they are making their stories come to life. They are actively involved with their peers solving problems and discussing what is working and what needs improvement. 

    Their understanding of the writing process and their own writing is brought to life. They must have a strong understanding of the message they want to send their reader and how the message will be created. Students make decisions about where how to break their stories into sections and how illustrations will enhance that part of the story. 

    Students are able to extend their writing experience. Students enjoy watching their words turn into ideas, then their ideas turn into visual experience such as a digital book. Students also get to experience their peers creativity when their share their artifacts. Students are able to learn from one another at the same time, be entertained by the fantastic stories that being brought to life.

References:

ISTE standards: Students. ISTE. (n.d.). Retrieved June 29, 2022, from https://www.iste.org/standards/iste-standards-for-students

Kolb, L. (2020). Learning First, technology second in practice: New Strategies, research and tools for Student Success. International Society for Technology in Education.

Texas administrative code. (n.d.). Retrieved June 29, 2022, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?

EDUC 5313 Week 2

Week 2 Blog: Authentic Intellectual Work, National Education Technology Update,

and the Triple E Framework

Part 1:  Authentic Intellectual Work/Authentic Instruction & Assessment.  

    Authentic Intellectual Work (AIW) is defined as “construction of knowledge, through the use of disciplined inquiry to produce discourse, products or performance that have value beyond school” (Newman, 2007). AIW differs from traditional classwork because the work being completed by students is meaningful, relevant, and extends beyond the classroom, not just memorization and recall for a comprehensive exam.

    The three components of AIW are construction of knowledge, disciplined inquiry, and value beyond school. While all three of these components are vital to AIW, I believe the value beyond school is imperative. When students are invested in their learning, they are more engaged and their learning is authentic.

    Each state provides a set of learning standards students are expected to master each year. These standards are vertically aligned like building blocks. AIW provides learning opportunities for students to apply these standards to real life situations or solving actual, meaningful problems. “When students construct knowledge through disciplined inquiry, they must often consider alternative solutions, justify their conclusions with reasons and evidence, apply their knowledge to new contexts, develop deep understanding of topics, rather than only superficial awareness, and express themselves through elaborated communication (rather than in terse linguistic fragments)” (Newman, 2007). When new information is relevant and meaningful, students internalize it and remember it.

    Several studies have been conducted to determine the learning outcomes when AIW is used in classrooms. The studies have shown students from diverse backgrounds benefit from AIW (Newman, 2007). While students do not spend time memorizing exact vocabulary and formulas, they do apply the meaning and rationale to the work they are completing. Students learn the expected skills in relevant meaningful ways.

For example, if a student is learning about mixtures and solutions, they might make lunch to include an example of each. The student would make a chicken Caesar salad and homemade lemonade. Students could be grouped to compare lunches and evaluate if each lunch met the criteria. The student would be expected to write a reflection and justify that the lunch they brought qualifies as a mixture and a solution. In a traditional setting, a student might memorize facts then take a multiple choice test.

Part 2:  2017 National Education Technology Plan Update

We live in a technological world, and our students today are digital natives. As educators, we must design lessons that integrate technology in meaningful ways. My son, Nolan, loves working on the technical side of theatre. He was given the task of designing the set for an upcoming play. Instead of sitting down with paper and pencil, he pulled out his laptop and went to work. By using the appropriate software, he was able to design a set with ease. As he continues his studies in technical theatre, these skills will be valuable way beyond the classroom.

The National Education Technology Plan discusses five ways technology should be used to enhance learning.

1. Technology is not a “one size fits all” component to learning, it should be personal. Nolan was able to choose the software that met his needs when he was designing the set.

2. Technology should help students organize their learning when working on projects. Nolan struggles with prioritizing and organizing information. By using the design software, he was able to keep his ideas organized. He was also able to share his designs with his teacher and peers and received feedback as he was creating his design.

3. Technology should help students beyond the classroom. When designing for specific time periods, Nolan must be knowledgeable. By using technology, he can connect with a local library or museum to ensure his design choices are in line historically.

4. Technology should allow students to follow their interests. Because technology is personal, students can choose what tools they need to meet the demands of their projects. Nolan is able to master software and develop skills that will benefit him once he graduates and continues his study of technical theatre in college. These skills will eventually carry over into a possible career.

5.Technology should help all students be successful. Nolan has dysgraphia. Writing and drawing are not easy and his work looks messy and difficult to understand. If he did not have access to the proper design software, he might not have the opportunity in design due to the limitations of dysgraphia.

Because Nolan was able to practice set design through the use of proper technology and an AIW framework, he will remember the skills he used and learned which will benefit him through college and possibly into his career.

Part 3:  Triple E Framework

I believe Authentic Intellectual Work and engagement go hand in hand. When students have ownership and autonomy in their learning, they are completely engaged in their project. Students will internalize the skills they are expected to master and have a full understanding of what they are learning. Students are problem solving, asking and answering their own questions, and making new connections.

In the example above, Nolan was given the task of designing a set for an upcoming play. He was completely engaged in the assignment because he was using his “construction of knowledge, through the use of disciplined inquiry to produce a product that has value beyond school” (Newman, 2007). The technology was seamlessly integrated and he was successful with his work.

References:

Kolb, L. (2020). Learning first, technology second in practice. Portland, OR

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007).  Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. 

    State of Iowa Department of Education. Introduction, Chapters. 1 & 2 (30 pages).

    Link: https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view?usp=drivesdk

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov.  Introduction and Section 1 (22 pages).