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I am looking forward to being done with state testing! After school ends, I am looking forward to visiting Croatia this summer with my husband.

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Jennifer Castañeda
This teacher used question and response, total physical response, and voice response as formative assessment.  I felt her lesson was very effective, and it was obvious that the students felt safe in her room and were able to participate in the lesson.  The only formative assessment I can think of is thumbs up thumbs down to check for understanding.  For example, when she asked the students if they knew what pitch was, some students shared what they knew.  After the discussion she could have asked the students to thumb up if they felt confident in their own understanding of pitch, thumbs down if not.

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Jennifer Castañeda I am looking forward to our mothers' day celebration at school.  This summer I hope to go camping and work in my garden.  Looking forward to easy mornings!

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Jennifer Castañeda I am looking forward to our mothers' day celebration at school.  This summer I hope to go camping and work in my garden.  Looking forward to easy mornings!

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Jennifer Castañeda
This makes me think of the old word we used to support students-scaffolding.  There are many ways to scaffold instruction so all students have access.  I use drawings, physical gestures, direct teaching of vocabulary, manipulatives, realia.  I also use cooperative learning strategies so students can support each other.
I see fron the UDL chart that activating or accessing background knowledge is another way of supporting students' learning.  My lesson series is based on scenes form everyday life, which the students will be representing in the form of folk art.https://folkartmarket.org/

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Animal Legends: Integrating Art with Writing
In this lesson, the teacher asked the students to have a collaborative conversation around their painting. She circulated the room and listened in to the students as they spoke about their painting which helped her to know what areas to emphasize in the writing of their stories. Similarly she conferenced with the students on their writing throughout the process. She also alluded to some self assessment per the co-created class writing rubric. Some other formative assessment ideas that she could have used would be to hand in and pass out randomly their writing drafts and have students give them feedback using something like rose and a thorn.

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I am looking forward to hearing about how my students did in the Vans Custom Culture contest. We made the top 50 and find out tomorrow if we made the top 10! It's been a great experience for my students and really highlighted my program. I am super proud!

Outside of school...I am looking forward to summer and some outdoor adventures with my 4 kids! Also hoping to have some time to create this summer.

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In the video Graffiti: A digital identity, there were several examples of formative assessment. The teacher used peer discussion and small group critiques for students to give and receive feedback. I liked that he provided a checklist to students for their projects, as the NAEA poster suggested. I liked how the checklist was in a standing frame at the tables, easily accessible to students and a visual reminder for all learners.
I appreciate that he stresses the importance of feedback from not only their teacher and peers, but parents, and friends outside of class.

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I can utilize UDL practices in a variety of ways. I can use multiple means of engagement, representation and expression to get through to all learners. I find that using slide show presentations with video, and handout and finally, hands on demonstrations & discussions can help all learners understand concepts by providing a variety of avenues for them to learn new information. This supports those that are visual learners, auditory learners, ESL students and traditional learners. The act of giving students choice in expressing themselves also supports a UDL classroom. Students have more buy-in and I find are more motivated if they have choice in their work.

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As a teacher, I'm looking forward to teaching more ELD. I've just come into this role and I find the students and strategies surprisingly refreshing. Outside of school, I'm looking forward to the summer when I can get back to the gym on a more regular bases. I look forward to summer trips with my family.

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I chose to watch this video because it focused on integrating visual arts with writing; and that's what my own lesson plan focuses on as well. I really like how the teacher hit on the point that as teachers we feel a sense that there isn't enough time to get everything done. I agree. That's often why I shy away from incorporating arts into more of my activates. I want to create meaningful lessons so that I know I'm benefiting the student and valuing their time. The assessments I saw in the video were both formative and summative. The teacher used a student created rubric and checklist. Another thing I like is that she didn't start with a rubric, but instead she showed quality examples from other students. First they could experience them and then pick them apart and identify the components that made them quality work. The formative assessments she used were informal check ins and also peer feedback. There were no surprises of her expectations in the end. I think that's really effective scoring.

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I think the why component really really important. I see it as the hook. Once your students have taken interest, the what and how will come. Just give enough options that all students can see themselves in the project. I really like in one of the videos it said something about teaching for the end product, instead of the journey to get there. Sometimes as a teacher we know where the lesson will end and we know what we want from our students...but I think it's important to let the journey of discovery take the lead. The end result will be different, but more student led and enriching.

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I think that in terms of the parts of the unit I have already planned, I've integrated some UDL strategies particularly those of providing multiple options and different ways of recruiting interest.  For the rest of my unit, I am interested in trying to add in differentiated tools during the visual arts painting. I also would like to give students opportunities to talk about what they are working on and learning. Collaborative conversations with peers in addition to some teacher conferencing around student led goals for their work will be critical.

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I am looking forward to Open House! I love to have families come in and see the amazing work my students have done. I love how proud my students are with themselves!
I am looking forward to spending time at our family cabin, going to the river and enjoying the quiet!
Jenn Copeland

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This was much different than my level of teaching- high school! I teach first grade. The teacher really just asked at the beginning of each day how each student was doing and reminded them what they did the previous day. She had the students explain their projects for the video's sake. I think the formative assessing was successful, as she could engage with the students and discuss their project with them. It was nice that their were few students in this class, so she had daily opportunity to connect with each of them.
Jenn Copeland

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I agree that starting a lesson with a great hook is really important to get  kids interested and engaged. Using examples of all levels of mastery helps kids to understand what is expected and how to get there. Then, building students knowledge with books and videos again engages and interests as well as give students a grasp of what they will be doing.

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I'm looking forward to Open House and the joy my students experience sharing their successes with family and friends. Personally I'm looking forward to starting the Tactical Training class at CrossFit, building fence on my ranch, putting my F150 engine back together, and working with my new horse this summer.

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Throughout the lesson the learning process was interactive with student discussion and collaboration.  The teacher asked open ended questions and encouraged the students to expand their thoughts and give detailed explanations about their reasoning.  The students also used this process with their peers.  By retelling their legend and explaining  their use of imagery in their art the student's developed very clear insights into what they were producing.  I also liked the ownership and confidence the kids expressed with their projects.
Beth Sandahl

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UDL practices are what make learning fun for kids.  Modeling and teaching kids how to interact together and freely express their passions, concerns , successes and failures can be a challenge. Through the UDL model however kids can develop the interactive thinking skills that help them to work with others and objectively grow using a multiple draft format. Allowing them to safely take control of their own learning goals empowers students to become passionate about learning. It's a win win situation.

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This year has been challenging in many ways, both personally and professionally, and I'm looking forward to a fresh start in the fall! I'm excited to implement some new changes I've planned in my classroom as well as using all of this art learning! On a personal level, I'm planning a trip to Thailand with friends and that's been just the thing I needed to spark some positivity.

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There was so much going on in this unit! I'll be focusing on the painting portion. Instead of beginning with a rubric, the teacher shows exemplars of previous projects. This allows the students to clarify what quality work looks like. While students are working on their drawings (and later paintings) the teacher is completing informal check-ins with students. We even hear her remind a student of the criteria to use bright colors. Another effectively used formative assessment is the oral discussion after painting. Throughout that discussion students share how their work met the criteria and this allowed the teacher to support them as they begin their writing project. One thing that the teacher could have added to this portion of the lesson would be peer feedback.
- Cassandra Ventura

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For the last few years I've had a student with a disability that brought physical and communication accommodations to the forefront of my mind. While  UDL practices allow for learning for ALL, my mind kept returning to my student so I will focus on the ways I use UDL practice for her. When planning projects, I think through what her participation and access looks like before I make any accommodations (as a baseline). From there I'm able to identify what barriers she'll have. As a student who is nonverbal and uses a power wheelchair, there's a lot to think about. I like to give her several choices of how I envision she'll be able to accomplish the task. Typically these cover a range of independence levels, movement options, and materials. For example, when illustrating a writing project this year, I presented her with several options. One suggestion was using gross motor painting (like the marble example) in a variety of colors then creating her illustrations by having her aide cut & collage the shapes. She would use her Tobii device to  give her aide instructions about what to cut, how to place, etc. Another suggestion was to secure paper and stencils to the tables and have her create her images using  the stencils and her palm grip crayons. Many of her classmates are skilled at helping her change out crayons from her velcro grips and finding out which color she'd like to use next. This option allows for her aide to fall into the background a bit more. Last, I asked if she'd like to create her illustrations digitally using her eye-gaze technology and GoogleDraw & Slides. Each of these options involve varying degrees of aide support, materials, and communication.
UDL practices are powerful because they allow for students to take back their agency in their learning.

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As a teacher, I'm looking forward to spending time this summer to developing my curriculum with strong scaffolding to support my students and offer them more opportunities to be successful and practice/demonstrate higher order thinking skills. In my life outside of school, I'm looking forward to working on my own art and finding a balance between work and my own creative pursuits.