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Taylor Ross
November 2020
ASNY part 2

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Taylor Ross

November 2020

SPED724

ASYNC session 5

One of my favorite websites and tools for writing is Thinking Maps. Thinking Maps are graphic organizers or “consistent visual patterns linked directly to eight specific thought process. By visualizing out thinking, we create concrete images of abstract thoughts.” These patterns help all students reach a higher level of critical and creative thinking.

For example, The Circle Map is Defining in Context, it helps define, brainstorm, list identify and tell everything they know. The Bubble Map is Describing with Adjectives, it helps describe using adjectives, identify characteristics, identify properties, and identify qualities. The Flow Map is Sequencing, it helps sequence steps, stages or events, order information and analyze patterns. All 8 maps are explained on their website: https://www.thinkingmaps.com/ These maps helps students with their organization skills, and help students figure out which map works best for what they are learning or trying to write. With these maps it allows for many UDL concepts. For example, with all subjects, you can use a thinking map, they provide flexibility. Using these maps students can express their thoughts and be able to use the maps for further use.

When I was student teaching during my under grad, the school used Thinking Maps from Kindergarten to 12th grade. So that students would master them and be able to use them throughout all of their classes and was a constant use for the students.

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Annette Carrington

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https://my.hrw.com/nsmedia/intgos/html/igo.htm This website offers a wide range of temples that assist students in planning, drafting and editing their stories. . It relates to UDL guidelines by offering multiple were of engagement, representation and expressions. The templates are in different formats; generating, organizing and Identifying details, main idea, conclusion, order and sequencing charts.  Each chart has a guide on how it can be used in the classroom. Teaches can use that to guide the students in brainstorming, expanding on their ideas and revision and editing. All students can benefit in all areas of the writing process from this website.

http://www.storyjumper.com/  This website would be a great tool in assisting student in writing. Students can use it to draft and edit their stories. It offers the opportunity for students to work independently or as a group. The user has a wide range of templates to choose from; background scenes, topics and animation. You can input you own pictures and add voice to your story. It’s easy to use just click and drag. This website allows the user to create a free account. A Student who has difficulty writing legibly would benefit from this website.

https://www.education.com/lesson-plans/?cid=11.2143  I like the versatility of this website. It is gear to many grades levels. It can be used to address the revision and editing process in writing.  It uses virtual games to assist the student with sentence structure, grammar and mechanics. Students who most benefit form this are student who have difficulty expanding on their writing. It address the UDL guide for Expression.

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Bonnie Boyuk

SPED 724

Teaching Writing

Discuss Grahams thoughts on individualizing writing instruction and making adaptations?

Discussed within the webcast, “Teaching Writing”, Dr. Graham was asked, “How can a teacher effectively individualize writing instruction for each of her students?” In his response he stated,

“…in looking at these exceptional literacy teachers is that they have a common framework generally in their classroom, and they adapt within that framework. So one of the things that I think is important is that if you work out of a framework it provides some structure to what you're doing, and it makes it easier to make adaptations for individual students.”

Our reading assignment this week from “Writing Assessment and Instruction for Students with Learning Disabilities” referenced multiple ways that teachers could provide a framework and  individual instruction for students. Some of the points that I have retained are:

Once you have determined a student’s level of skill, the next step is to establish instructional goals (page 39).

Writing assignments should not be too difficult for a child or beyond his or her capabilities (page 43).

To keep children motivated and willing to take chances in their writings, you should provide feedback with the ratio of four positive comments for each corrective comment (page 50).

Scaffolding can be used with individual students or groups (page 72).

Students should take part in determining appropriate accommodations or they may feel that the adjustments are unjustified (page 74).

Legal policies protect the needs of individuals with writing disabilities (page 82). As an educator, we must take the necessary steps to ensure that the policies are enforced.

As noted by the webcast panel of speakers, meeting the varied individual needs of students can be a tough task for teachers. Individualized instruction takes more planning and assessment of a student’s progress but the benefits are far-reaching and worth the efforts. Individualized instruction aids students in becoming active learners, it develops their skills within their aptitude level and increases their morale. Other benefits are that their retention levels increase and that individual instruction enhances their overall engagement towards learning.

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SPED 724 Writing Session 3

Post 1-Saturday, 9/12 before midnight or anytime before

Post 2 (Respond to a colleague)  Monday, 9/14 before midnight
or anytime before

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Directions for a sync work due by sessions 5 +6 

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Directions for a sync work due by sessions 5 +6 

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There are a number of free resources available online that promote learning for all students based upon principles of UDL (http://udlguidelines.cast.org). For our asynchronous modules you will have an opportunity to do independent research (Part 1) and then craft a presentation related to one of your favorites for colleagues (Part 2)

A sync Module 1 - complete anytime before session 5

Choose any padlet friendly modality that you prefer. After exploring sites that interest you and trying several out for ease of use post links to 3 contenders for your favorite technology resource. The resources can support any component of the writing process. Briefly explain why each resource appeals to you, what skills they could be used to develop and anything else you think would benefit your colleagues to learn.

A sync Module 2 - complete anytime before session 6: Create a mini professional development for colleagues.

Choose any padlet friendly modality that lends itself well to coaching and teaching.

Present: what tech resource did you ultimately choose to present? Why?

Explain: what part(s) of the writing process your select resource supports.

Explain: How does your select technology resource support principles of UDL - please be specific.

Explain: How does the technology support instruction. Out of all the options available why did this seem worth sharing with colleagues? Discuss ease of usability. How is this used?

What is the profile of the child who would most benefit from this resource?

Anything tricky about this resource that would be of benefit for others to learn before attempting to use with a child?

Include something that I have not prompted you to include.

In the syllabus I noted several resources that you may want to explore and consider, you are not required to select one of these but are welcome to!