TPE 1.1: This assignment was given to me during week 1 of ITL 520. It allowed me, for the first time, to analyze a certain material and see if it held up and was able to be applied to the CA Common Core State Standards. I really enjoyed being able to get a taste of planning my own hypothetical classroom.
TPE 1.1: "Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
Understanding of Levels
Upon review I discovered that the Levels of English Speakers does not depend on what they can only do independently, even though this is a faction of the measurement. The levels are more closely related to how English learners are engaging with a text and whether or not they need help.
The Below Basic level occurs at the early stages of the Emerging Proficiency Level. These students have, “limited receptive and productive English skills” (ELD), meaning that they may be able to read repetitive words in the text, or even read a whole text, but they do not comprehend enough to fully engage with the text.
Students at the Basic level should progress through and exit the Expanding Proficiency Level. These students should be able to answer academic questions about the text. They should be able to recognize the sequence of events of the text and be able to answer contextual questions about the text that had already been reviewed before. Students at the Basic and Below Basic Level can only perform the listed tasks with a Substantial amount of support.
The Proficient level is for students who are performing at the Bridging ELD proficiency level will have the skills to express themselves on basic and some intermediate academic subjects that they are familiar with. They may need moderate to light support in doing so.
The Advanced level are the students who have reached “Lifelong Language Learning”. These students only need occasional support to build on all of the skills that they have mastered in class. They continue to progress in an upward trajectory with their use and understanding of the English Language.
Texts
Harry Potter and the Deathly Hallows
This is a Fictional Novel that will be used for 12th grade students. They would be asked to describe plot and summarize, engage with the interpretation of the text as shown in different movies or book reviews. They will also be asked to explore the symbolism and themes of the text as relates to more classical literature. There will also be a lot of words and customs that are unfamiliar.
Romeo and Juliett
This text is historical fiction that will be used for 12th grade students. Tehy would be asked to explore Shakespearean Plays, themes in classical literature and interpretation of plot as shown in other movies and plays. There will be difficulty with the language and customs of the times.
Table
Reflection
After this exercise, I realized that I must be cognisant of the level of difficulty of the texts that I choose. While some of the texts that I would like to teach are easier, this is not always a good thing for my higher level readers. These students need more of a challenge or else it is a risk that they will disengage from the text. They should not be bored by a lesson. My understanding of the Proficiency level has changed this week because I always put emphasis on the students who are not performing at grade level, but this risks the students who are proficiently performing in my class. I need to ensure that whatever texts I choose to teach are good for all levels of students or that the levels of support they need are readily available.
This assignment was utilized to help me understand UDL and its applications. I enjoyed this assignment as it helped to organize the complexities and overwhelming application types of UDL into more manageable pieces. This Assignment embodied TPE 1.4 "Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment."
UDL Worksheet- Veronica Wilkerson- October 11, 2019- National University
Examine the diagram below. Study the functions of the various parts of the brain.
Regions of the Brain
Examine the diagram below. Study the areas of the brain related to the “Why”, “What”, and “How” of learning.
The second diagram comes from the CAST website. Study the diagram. Think about how the 3 principles of Universal Design for Learning are related to activation of each of the 3 areas of the brain identified in the diagram. The 3 principles are:
Multiple Means of Representation
Multiple Means of Action and Expression, and
Multiple Means of Engagement.
Explain how the definitions of the regions of the brain in the first diagram relate to the 3 regions of the brain in the second.
The definitions of the regions of the brain in the first diagram are directly related to the 3 region of the brain the second region. The Frontal Lobe is in charge of thinking, memory, behavior and movement, which directly correlates with the Strategic Network region of the brain. It is where learners plan and perform tasks, and where we organize and express our ideas. The Temporal lobe is the “Affective area of the brain. It is where our hearing, learning and feeling are located which then allows Lerners to get engaged and motivated. They an also be excited or interested in this region. Finally, the Parietal and Occipital regions of the brain are correlated to the Recognition part of the brain where language, touch and sight happen. This is also where we gather and categorize our facts.
Given the information in the two diagrams above, explain the 3 Principles of Universal Design (Multiple means of Representation, Multiple Means of Action and Expression and Multiple Means of Engagement) in terms of how they relate to brain function.
The 3 Principles of UDL relate to the two diagrams above because they build on the idea that different parts of the brain need to be and are stimulated during different types of learning. Multiple means of Representation uses the Temporal Lobe of the brain because the point of this principle is to optimize individual choice and interest, sustain effort and persistence as well as build self-regulation. This is why the Affective Network portion of the brain is stimulated, because it is responsible for the function of engagement and motivation.
Multiple Mean of Action and Expression use the Frontal Lobe of the brain which is responsible for thinking, memory, behavior and movement. Therefore, it makes sense that this principle seeks to engage the learner’s in physical action, expression and communication and to build executive functions. These are related to the strategic networks of the UDL networks.
Multiple Means of Representation targets the Recognition Networks or the Parietal and Occipital Lobe. Because these two lobes of the brain are responsible for sight, language and touch, UDL targets these areas with perception. Language and symbols as well as comprehension.
How does this help you understand the 3 principles of UDL)? Given this information, how you might structure each principle in the classroom? (Maximum 400 words)
Examining these different tables and the principles of UDL help me understand why and how the way that we teach can help a child learn. If we are able to effectively target certain portion of a learner’s brain with the appropriate teaching method, then we will be able to help our student’s succeed. In a real classroom, a teacher can structure each principle in the following ways:
1. Engagement: In the classroom, I can give my students more choices. If the goal is to get them to succeed at learning a certain topic, then it should not matter whether they choose to do an essay or a ppt presentation. This choice will allow them become more engaged and to make a larger effort to succeed. It will also allow them to exercise their own self-regulation by choosing something that they know they can reward themselves for later.
2. Representation: In order to clarify vocabulary, other languages, big ideas etc. I can offer different means of lecture or learning that involve media. For example, if we are reading a book and a student is having trouble staying motivated and comprehending during silent reading, I can allow the student to listen to the audio book or I can help the student make a list of words that they do not comprehend and then clarify those words for them.
3. Action and Expression: For this principle, I would first allow the student their freedom in what they would like to do. Perhaps choose between two different reading materials or projects. Then I would ensure that they had equal and constant access to the materials that they need. If they are doing a video presentation, then they needs cameras, if they are doing a diorama then they need access to glue, paper, etc. I must ensure that anyone who needs accommodation gets it. I would assist them with making goals and due dates for themselves to encourage self-regulation.
Extend your thinking. Recall what you have learned about the similarities and differences among children from ITL404 or ITL604. Explain 2 ways UDL can be an effective means for addressing the learning needs of both typical and atypical students.
UDL can be an effective means of addressing the learning needs of both typical and atypical students in two ways. UDL emphasizes that allowing for individual choice in the classroom is a great way to keep students motivated. This would be effective for both types of students. Allowing a “no wrong answers” approach to reading comprehension is a great way to increase motivation as well as allowing each student different ways of expressing themselves. While one type of assignment might be easier for a teacher to grade, a class would probably provide more quality work if they got to choose which media they preferred to complete the assignment. The second way that UDL can help all students is to represent all students. In a diverse classroom, representation matters, so if a class has a majority of Hispanic Americans in it, then teaching from the Hispanic American viewpoint would be important. There are certain perceptions, languages and symbols that the American perspective leaves out, therefore the students would all benefit from the use of these in the classroom. It also allows for more inclusion in the classroom. When students learn about each other and their backgrounds, they are more likely to relate well with each. other.
How easy or difficult do you think it will be to effectively implement the principles of UDL in your own classroom? Why do you think so; provide rationales?
I think it will be fairly easy to implement the principles of UDL into my classroom. Most of the things on the list can be done within one assignment. If cogntive learning theories are applied to my classroom, then UDL would come right along with it. For example, if I am using Banduras Social Learning Theory in my classroom, then I can successfully implement the 3 principles of UDL within the modeling of the assignment. Let’s say I am assigning a project with the prompt, “relate Romeo and Juliet to our common era of relationships and what it would mean for the context of the play”. This wold be for a classroom of high school students. First I would help engage with the students, I would read aloud with them first, I would give them a choice of whether they preferred that I read or that the class reads together. Then I would explain the language and symbols of that time to help reinforce the information given in the poem. I would model good reading and annotating skills by doing the first stanza with them. Finally, I would give them the free choice to explain their ideas about the prompt. I would perhaps show them a “good” version of the assignment where the students as positively reinforced with an “A” grade. Then I would allow them to choose their media or materials for the project in order to sustain their effort. I would provide a rubric to aid in self-regulation.
Resources
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
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"TPE 1.2 Maintain ongoing communication with students and families, including the use of
technology to communicate with and support students and families, and to communicate
achievement expectations and student progress. "
technology to communicate with and support students and families, and to communicate
achievement expectations and student progress. "
A
professional educator should involve parents and other administration
in the teaching of each student. This Infographic shows the many ways
communication can be had in and out of the classroom.
