TLSC 450 Discussion Board by https://padlet.com/gnirenb/uzui9juq3nd en-us 2018-03-12 16:26:08 UTC 2018-04-19 02:46:01 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png 3/19/18: Please respond to this post before or on Wednesday (3/21/18) morning. gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/243581330 What are your initial thoughts from the first classroom visit? 

Discuss one wondering from your readings? ]]> 2018-03-19 15:45:51 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/243581330 Ellen Johnson ellenvictorialsu https://padlet.com/gnirenb/uzui9juq3nd/wish/244525392 I also usually go for younger grades, so i was uncertian about being in a sixth grade room.  It went quite well though.  The class was run well and the kids seemed to know what was expected of them.  I really like the book they are reading and look forward to seeing them further engage with it.  They were mostly reading when we were in there, so it will be interesting to see them doing other activities.  
One wondering i have from the readings is about family cooperation and communication. The Salend text talks about how to conduct family meetings and how important it is to get families involved, but it doesn't have recommendations for what to do if you cant get the family involved. In my experience, there are some families who, no matter how many times you reach out in various ways, just do not want to be involved. They do not want to come in for meetings or be involved in their child's schooling. This can be very frustrating for teachers, especially when trying to do things like IEP meetings. How do you work with these kids and their families?]]> 2018-03-21 13:56:21 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/244525392 3/23/18 Please respond to this post before or on Friday (3/23/18) morning. gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/244597812
**From the reading Providing New Access to the General Education Curriculum, consider components of UDL mentioned. Discuss methods you have seen in your current classroom or future. What works? What are some challenges? Any lingering questions? ]]> 2018-03-21 15:49:07 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/244597812 3/23/18 Response brittanylhagan13 https://padlet.com/gnirenb/uzui9juq3nd/wish/245326689 During my reading of Providing New Access to the General Education Curriculum, I couldn't help think of the STEM lab at Goudy Elementary that we were able to be a part of last semester. Ms. Whitehouse applied UDL curriculum into all of her classes. I had a talk with her one day and she was telling me how she was able to teach all of her students, and the whole student at that. She explained to me that everything that she does in her lessons has a purpose, all the way down to where the students sit in the classroom. She paired up students with disabilities with students who were advanced so that those students always had a support if she couldn't be there at a certain time. She also said this was a good way for her to assess how struggling students were progressing. Also, during her units, she incorporated lessons that applied to all learning styles. Her units included hands-on learning, reading and writing lessons, and so much more. Ms. Whitehouse is a teacher who really takes the time to get to know her students and understand what they need. Since she takes so much time to do this, she is able to find the ways to create lessons where her students will excel. It was incredible being able to see all the different aspects of a lesson that she incorporated to ensure that her students were successful. In my future classrooms I want to also provide lessons that will be relevant for all of my students. I want to be able to teach them a curriculum where they will be able to fully access, participate, and progress in the designed curriculum. I'm not afraid to take the extra time and effort to get to know and understand what my students need. I want all of my students to be fully engaged in learning and I will find the ways that get them motivated. As I've seen during my observations since starting at Loyola, I have seen that it can be very challenging for teachers to try and find ways to guarantee that all of their students are learning. I have experienced students who get left behind because they don't have the necessary supports of modifications needed in order to be successful in their learning. This has been a very big eye opener on how much this can happen. It motivates me to find all of the necessary strategies that will allow me to reach all of my students.

]]> 2018-03-23 05:23:08 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/245326689 3/26/18 gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/245647209 After reading the chapter on essential questions and practicing writing your own? How are you feeling about writing them? Where are your strengths and where do you still need support? ]]> 2018-03-23 19:37:09 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/245647209 3/23/18 response ellenvictorialsu https://padlet.com/gnirenb/uzui9juq3nd/wish/245855628 I think, after reading this chapter, that UDL is definitely something to incorporate into our lessons. I don't know that we have done a lot of that thus far, but it would definitely be helpful to do so. I saw this some in the last class i observed. The teacher would provide multiple means of expression for many assignments, asking students to write or draw their answers, whichever better fit their current skill level. We also saw it on friday in our classroom at Bateman. The teacher was explaining the extra credit opportunities, and they included multiple options for the same amount of points. students could pick the project that the connected with the most or felt that they could do the best on. The projects were all different in what they required and what skills they used, but all showed understandings of the text. I definitely want to read more about UDL and really start to separate it from differentiation, because if feel like there are similarities there, but they are not the same thing. ]]> 2018-03-25 17:42:51 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/245855628 3/28/18 Response gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/246483163 After reading Chapter 7 Think like an assessor. Discuss 
3 New Learnings 
2 Lingering Questions 
1- Ah-ha ]]> 2018-03-27 13:32:09 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/246483163 Post for 3/30/18 gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/247271050 After reading Salend Chapter 1: consider the following questions and respond with your experiences and thoughts.

Have students discuss the following: 
a. Do you have a relative or neighbor who has a disability?
b. How has knowing this individual affected your views of individuals with disabilities?
c. How has that individual affected you and others in your family and neighborhood?
d. Have you developed a friendship with this individual? Why or why not?
e. What are some benefits to this friendship? Alternatively, what are some factors that prevent the development of a friendship?

]]> 2018-03-29 14:33:32 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/247271050 After reading Chapter 10, List 3 Strategies that you plan to use in your lesson or unit. gnirenb https://padlet.com/gnirenb/uzui9juq3nd/wish/252956550 2018-04-18 12:35:39 UTC https://padlet.com/gnirenb/uzui9juq3nd/wish/252956550