Angela and Jonathan
For being nervous to start- they created a really neat
project and used lots of different apps. Regarding presumed competency, it’s
important for everyone, but especially important for non verbal students.
UDL and differentiation, the difference is you do it for everyone and you provide choices to students, more individual and choice for students.
Differentiation you do specifically for one person.
UDL and differentiation, the difference is you do it for everyone and you provide choices to students, more individual and choice for students.
Differentiation you do specifically for one person.
Ash and Ainslie
Neat analogy throughout. Imovie trailer- really applicable to using in class.
Sock puppet app- Really cool. I use real puppets as a presentation tool (students are given an outline and present their own project based on what they come up with), but this would be amping it up a step.
Ainslie, something has always been replacing something else but an ipad is sticking around. It’s time to start learning.
Shauna and Liz
Videoscribe is neat, but a valid point that it’s hard to
make sense of purchasing it for $5.99- how could it be used in class?
Another great example of imovie trailer- I’ve used imovie
before, but imovie trailer seems easy to use and super engaging. Students would
love using these to explain plot lines, conflict etc.
Darah and Mark
Videoscribe- Excellent example. We found that videoscribe
took a long time to use, to load and save, but well worthwhile. Their example
is much more in depth than ours. I think students would find it really
gratifying to use this program to create stories, or as a presentation tool.
Neat image of kitten and lion for presumed competence.
Katie and Greg
Kidspiration- used to help students plan their writing. Using
them to help keep track of notes and information.
Youtube is always popular used in the classroom, it’s like
students don’t think it’s learning or something, they feel like they’re getting
away with something.
Janet and Lindsey
Strip design- Really versatile in class. I’ve used online
comic programs but they require so much time to sign up for, to work with, then
they might not save and things go wrong. Strip design here seems much more
accessible.
Eleanor and Simon
Garage band- I used audioacricy to record student monologues
before but garage band would be something new and fun to try.
Stephen Hawking everybody technology
Candice and Meaghan
Really neat use of the students in the background of your telegami. Neat to have animated and real life merged.
Christi
Really nice page on Callum and moms quote- that really hit me- about presumed competence.
After presentations: Here are my notes on the air force video clip. My three main take-aways:
1.) Ban the Average, design to the edges- it makes so much sense to plan for those below and those above. I assume less (or no, as they showed in the film) people are average than they assume.
2.) Simple solutions make a BIG impact. We just need to loosen up and be a bit more flexible. Think outside the box.
3.) Jagged learning profiles- we see it every day in a variety of aspects but we've never really done anything about them. Well, we play to the students strengths to work on their weaknesses, but it makes sense hand-in-hand that we should plan to the edges.
My Seating: In my classroom- I always give voice and choice to students- from books that we're reading to presentation styles. I have fidgets for people who need them and encourage students to stand up, and to move around. I'm weak in the area of assistive tech and look forwarding to closing that gap in the classroom.
Task Analysis
When reading, first we need to engage; attention to the task. I need to see the letters and turn the letters into words, understanding semantics and syntax. My brain puts everything together so instead of letters I see words, and the words flow into sentences as I take cues from punctuation to guide me. I see the word Dracula and visualize a vampire, I tie into visualizing the scenes from the film and even picture Dracula from Sesame street for a moment. I visualize the book cover. Basically I'm using a ton of prior knowledge.
When I read chapter one, I know its the beginning of the book, when it says it's a journal I know to expect a certain first person literature. I think about my own travel and documenting. I also have prior connections to the words Munich and Vienna- if someone didn't have this knowledge they'd have much more difficulty putting everything in context. We're constantly using sight word recognition , following punctuation and reading left to right.
Christi
Really nice page on Callum and moms quote- that really hit me- about presumed competence.
1.) Ban the Average, design to the edges- it makes so much sense to plan for those below and those above. I assume less (or no, as they showed in the film) people are average than they assume.
2.) Simple solutions make a BIG impact. We just need to loosen up and be a bit more flexible. Think outside the box.
3.) Jagged learning profiles- we see it every day in a variety of aspects but we've never really done anything about them. Well, we play to the students strengths to work on their weaknesses, but it makes sense hand-in-hand that we should plan to the edges.
My Seating: In my classroom- I always give voice and choice to students- from books that we're reading to presentation styles. I have fidgets for people who need them and encourage students to stand up, and to move around. I'm weak in the area of assistive tech and look forwarding to closing that gap in the classroom.
Task Analysis
When reading, first we need to engage; attention to the task. I need to see the letters and turn the letters into words, understanding semantics and syntax. My brain puts everything together so instead of letters I see words, and the words flow into sentences as I take cues from punctuation to guide me. I see the word Dracula and visualize a vampire, I tie into visualizing the scenes from the film and even picture Dracula from Sesame street for a moment. I visualize the book cover. Basically I'm using a ton of prior knowledge.
When I read chapter one, I know its the beginning of the book, when it says it's a journal I know to expect a certain first person literature. I think about my own travel and documenting. I also have prior connections to the words Munich and Vienna- if someone didn't have this knowledge they'd have much more difficulty putting everything in context. We're constantly using sight word recognition , following punctuation and reading left to right.
Hi Ashley! I really liked how when you were talking about your adjustable seat and you said "I always give voice and choice to my students". I think that this is so important, whether younger students or older students. I think that when students have a voice (and a choice) they are more committed to their work and their final products are often more meaningful to them and often even exceed teacher expectations. I like this saying "voice and choice" and think I will add that to my teaching vocab as it really emphasizes what is important for students.
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