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Activity discussed throughout the project

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Activity discussed throughout the project

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Students in the fourth grade study astronomy. Throughout the discussion of UDL, SAMR, ISTE, and PLC an activity with fourth grade astronomy will be used. Students in the fourth grade study the location of planets. They will have the opportunity to choose their own planet to research online, in literature, and in the textbook. They will then each create a Padlet on their planet. The Padlet will include a picture of the planet and important facts about the planet. The teacher will be able to monitor student progress. When finished, students will have a web page full of notes to screenshot and use for extension activities such as making a video.

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“The UDL Guidelines.” UDL: The UDL Guidelines, 31 Aug. 2018, udlguidelines.cast.org/.

Partnership, Great Schools. “Student Engagement Definition.” The Glossary of Education Reform, 18 Feb. 2016, www.edglossary.org/student-engagement/.

Morin, Amanda. “Common Modifications and Accommodations.” Understood.org, www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications.

“Topics - Self-Advocacy - Wrightslaw.” Jarron Draper v. Atlanta Independent School System (N.D. GA 2007) - Wrightslaw, www.wrightslaw.com/info/self.advocacy.htm.

“ISTE Standards for STUDENTS.” ISTE, www.iste.org/standards/for-students.

“ISTE Standards FOR EDUCATORS.” ISTE, www.iste.org/standards/for-educators.

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Through UDL it is imperative to include Engagement, Representation, and Action and Expression to assure our students are receiving quality instruction. With each category there are layers within. The layers are Access, Build, and Internalize ("UDL Guidelines").

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Engaging students in special education is achieved by giving choices and having students pair in groups. This achieves the layers of access and build. Integrating technology like Padlet can integrate both layers.

In previous classes, professors have referred to engagement as keeping students' attention and focus. Usually, implementing technology draws students in. A simple video on the SmartBoard, or a song to help students remember multiplication facts can keep students engaged. Keeping students motivated, optimistic, and passionate about learning is true engagement (Partnership, Great Schools).

For example, fourth grade science focuses on astronomy and the order of planets. Students would be allowed to choose a planet and write a Padlet note on said planet. Then, students would have the opportunity to read others' notes and screen shot the screen. Students will be engaged with discovering facts that are useful and interesting to them. By choosing their own planet, students will be more motivated and interested in the project.

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Representation of materials in special education can sometimes be different. Students with various needs have legal accommodations that have to be met. Some students need print outs of all materials, some need picture cues, and some need large fonts (Morin). When used appropriately technology can greatly enhance the representation of material for students with disabilities.

Taking into consideration student needs, these requirements would have to be included on the activity previously stated. Students would be required to post a picture of the planet, use large fonts, and after taking the screenshot they would print it. Using Padlet alone covers the layer of access. Student are seeing the material presented in a different way. Also, it covers the layer of internalizing. Students themselves are highlighting key information on the content presented.

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UDL Action and Expression in Special Education

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UDL Action and Expression in Special Education

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Action and Expression is emphasized in the special education field. Our lessons are goal oriented, and our students are learning to advocate for themselves. It is important for students to know how they learn. From there they can advocate and tell others how they learn and what works best for them (“Topics - Self-Advocacy - Wrightslaw.”).

The Padlet activity shows the layer of internalizing. It will be easy for the teacher to monitor progress and see exactly where students are in the project. Also, if students start out on the wrong foot, the teacher can stop the project and reteach the content to assure success.

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ISTE Standards for Students Specific to Special Education

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ISTE Standards for Students Specific to Special Education

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The student standards revolve around assuring students are taking control of their learning experience. Students should have choice in their learning environment, have a variety of resources, be creative and innovative, be problem solvers, and collaborate ("ISTE standards for students"). Before starting a unit or lesson with technology students should have explicit details of how to use the product and the consequences of posting things on the internet, good and bad. In special education, students are required to have more resources. Technology can enhance these resources. Also, giving students choice can give them more of a voice over their own education and advocate for themselves.

In connection to the UDL model and SAMR model the ISTE standards correlate in several ways. Through augmentation and representation students are able to choose ways to learn this correlates to being an empowered learner. Being a creative communicator and global collaborator is relevant through modification of SAMR and action and expression of UDL model.

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ISTE Standards for Educators Specific to Special Education

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ISTE Standards for Educators Specific to Special Education

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The teacher standards revolve around continuing their learning with new technology, being a leader, citizen, collaborating with everyone, designing environments to promote student growth, and using data to drive instruction ("ISTE standards for teachers"). Teachers should continuously look to enhance their teaching strategies and practices for student growth. In special education, teachers have to continuously collaborate with other teachers in their field and in general education. Also, special education teachers are faced with unusual circumstances and have to monitor and adjust based on data frequently. Data is a driving factor in everything special educators do. With legally binding documents, special education teachers have to have evidence.

In connection to the UDL model and SAMR model the ISTE standards correlate in several ways. Through modification and action and expression professionals are required to collaborate, set goals, and advocate. These two are huge pieces of the ISTE standards. Engaging students with meaningful content to further their learning is essential in the standards.

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What do we want students to learn? (essential standards)

Through PLCs the ISTE standards can be discussed. The team will be in place to discuss what they want students and teachers to learn through the lesson and technology. Each model can be discussed and embedded in the upcoming lessons.

How will we know if they have learned? (team-developed common assessments)

PLCs will discuss how to assess based on UDL guidelines, SAMR model, and ISTE standards. The ISTE standards for educators describe how all lessons and decisions should be data driven. In the special education PLC we share CBMs, formal assessments, and information on how to proceed with instruction.

What will we do if they don’t learn? (systematic interventions)

Special education is all about interventions. Through augmentation, teachers can give accommodations. PLCs are a great way to communicate what accommodations should be in place and different ways to incorporate technology.

What will we do if they already know it? (extended learning)

Through redefinition and expression students can extend learning. PLCs can share materials and other resources to extend student learning. Requiring students to create something using the notes and material will assist with extended learning.