Nt1310 Unit 1 Universal Design For Learning

The standard I feel I have mastered is Standard #2: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content and learning in context and to develop the knowledge, skills and attitudes identified in the ISTE-S. During this class I have really shown improvement on this standard. I have already applied the tools learned in this class in my personal and professional life. I now know the potential in the software on my computer along with the software that is available to me. This class is a class that will continue to help me thrive as a future teacher and help me achieve the goals I have set for

Dialogic teaching offers an interaction; which is between not only teacher and students; it could be between student and student. This interaction encourages students to think. It is very beneficial if the students interact between them in a large number since everyone has their own experienced, opinion, ways of thinking and so forth. In computing,

IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student

Karen .L Murphy is an assistant professor of early childhood education department at Wheelock College in Boston, Massachusetts. She has a PH.D degree on early childhood studies and teaches courses in educational technology in local schools and programs. In her article, she introduced some of the broader issues around using technology with young children. Then, she describes practices some students used to meaningfully incorporate technology into the integrated science curriculum they developed. Karen uses many examples

Technology is going to grow in the future and educators are going to have to be able to adapt (Ritz and Bevins 2012). There are all kinds of television commercials to help advertise how countries need help with technology. The commercials have advertise how different countries need computers or laptops to help their children learn and

Their bodies want to know what the movement feels like to use it as a reference point later on. That’s why as a teacher, simulations, guidance, and practice are important for this kind of students – especially in STEM (science, technology, engineering, and mathematics) education. Why are simulations, guidance, and practice important for kinesthetic learners? One reason, in particular, involves their thinking ability. To put it a different way, using simulations and practices in class increases students critical thinking ability which is the main goal of helping student transition into active learners according to Concordia

Then the students are asked to conduct online post-class activities that wrap up important concepts that we learned in class. I have found that this approach fosters active consideration of the topic by students, as well as encourages students to construct their own understanding of the issues before and after each

But instructors are likely to create new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. This statement suggests that teachers need regular opportunities for reflection and problem solving at the same time the students are in school. In creating time during the school days, it’s likely to miss upon needed participants. Some institutions exhibit to have all classroom teachers vacant for team planning but fail to include key support workforce. It is also important to be sensitive to the reactions of parents and help them see the value of professional development by involving them in professional development planning that is linked to improved techniques of education.

Teachers who are not afraid to acknowledge, ‘I don’t know’, and then can turn around and say, ‘Let’s find out together.” “These teachers need to know how to use various technologies, which can not only answer questions, but create questions as well. We need teachers who understand that learning in today’s world is not just a matter of mastering a static body of knowledge, but also being able to discover the rapidly changing ideas about that knowledge itself.” Students use technology to access the Internet, enjoying the advantages of a global classroom where information is collected and shared — one that extends beyond four walls of the classroom. When students use technology, they develop a number of crucial skills for life, including collaboration, problem solving, critical thinking, and communication. Technology will improve and add to the learning experience and familiarize to a life-long love of learning so that students can go on to develop their minds when their formal schooling ends. While technology clearly brings society much joy and has become the answer to many problems in our century; technology 's negative effects may just out way its positives.

Formative assessments are on-going and provide great opportunities for teachers to gauge their instruction as well as student to reflect upon their learning. Formative Table 1. Comparison of the Phases of SCIS and BSCS Learning Cycle Model SCIS Learning Cycle Model BSCS 5E Learning Cycle Model Exploration Invention (Term Introduction) Discovery (Concept Application) Engagement (New Phase) Exploration Explaination Elaboration Evaluation (New Phase) assessments also provide great chance for students to apply feedback from the teacher and their peers to evaluate and make improvements to their work. Whereas, summative assessments are designed to unveil student learning

Working together on computer project and guided by trained teachers, students learn the skills of collaborating, managing emotions, and resolving conflicts in groups. Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens. Discussion