Alliberthe E.
To better represent the work I have done from Oct. 3 up and including the homework that was due on Feb. 12th Session 7 please see the attached file.
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Session 1, October 3
Introduction to UDL and the Work
Blog and Responses to Others
UDL Classroom Survey (Checklist)
Introduction to UDL and the Work
Blog and Responses to Others
UDL Classroom Survey (Checklist)
Session 2, October 16
Introduction to UDL and Using Assessment to Guide Practice Blog and Responses to Others Classroom Areas to Reconsider Worksheet and Images |
Session 3, November 6
Teaching Reading Blog and Responses to Others Student Assessment Webs (Completed on Each Student) |
Session 4, November 20
Literacy Supports and Structures Blog and Responses to Others Literacy Graphic Organizer |
My "Donor's Choose Project" Was Pets for Classrooms
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Session 6, January 8
Teaching Math: Number Talks and Manipulatives Blog and Responses to Others Number Talk Reflection Response Sheet |
Session 8, March 5 UDL Lesson Plan for Math
Blog and Responses to Others UDL Unit/Week Lesson Plan for Math |
In our room we try to embed math throughout the day I will take you through some of the activities. We have an interactive student engaging morning message. We look at the date in the morning message. To figure out what date it is the students must go over to our calendar and count up until the attendance stick (which marks the current date the number is not shown). I know a calendar month only go up to 31 at the most this does work for some of my students. I have students still working on counting to 30. The students must write the date and year in the morning message which has them working on recognizing and writing numbers. Then we go over to the calendar and do a "start at get to" the current date. I know the students already know the date but this helps them to work on "start at get to" skills. *I have just thought that I can take this further for some of my students that are ready and ask "what is one more than/one less than?". We also have just started working on counting by 10s. This is all done in the morning. In the morning there is a math problem that the students must answer and is later on reviewed during math whole group. Then during math whole group the students are taught or explained what what will be happening in math centers. I use a variety of strategies with the students everything from manipulatives for some, color coordinating math recording sheets. Some students have number lines presents. I also try to change things for students that are ready to work on more higher order concepts. What I do struggle with is the students explaining how they got to an answer or what their thinking was when they were solving a problem. I do a great deal of modeling different responses. I have faith that it will eventually come to my students. Another thing that I want to work more on are the students using math language, I need to push my students to use the language more readily. I think modeling, having sentence frames for them will help. Aside from worksheets that maybe a bit boring any ideas on ways to work on students number formation and being able to write a spoken number?
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Room 102 I love that you embed math in everyday activities. I do so as well. the mornings in our room also consist of independent math work. I really like the idea of your varied math bingo boards. It is also nice that during choice time you place a variety of math activities out for your students. I like the idea of your students having the option to engage in math activities during their free choice time.
Speech: Wow now I am intrigued this in regards to Room 102's 10 Frame game. I have got to see them. I really like the idea of using action figures in math. The students must love using the action figures this must make math that much more engaging for the students. I agree with the article that breaking things into smaller steps really helps some students. I have students that will chant/ or rather verbalize the steps as they are performing the procedure. I agree with the author that making word problems relatable helps the students to have a greater understanding.
Room 103: I think it is important to incorporate calendar and not loose sight of that. I recall looking at the Common core or Frameworks in regards to Social Studies where calendar was discussed. I learned that days of the week was a Kindergarten skill and months of the year was a first grade or second grade skill. For as long as I could remember I tried teaching months of the year in Kindergarten and even Pre-K. However, after reading this decided that I would not teach my students months of the year but would focus on other concepts that I typically wouldn't such as the country, state and city that the students live in. I digress I think it would be very useful and eye opening if you did implement response sheets in your classroom.
Rom 206: Ahh I love these 7 principles of math that you have found. I have definitely found the first principle to be true. I have on several occasions realized that my students with disabilities that impact their math skills need to be taught explicitly rather than through discover. I found that students need to be taught explicit strategies to help them also. They also need to be taught these strategies to mastery so they can become independent when completing their work.
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Session 9, March 19
Teaching Math Blog and Responses to Others UDL Lesson Plan or Modified Math Lesson Plan |
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Session 10, April 2
Here are digital versions of the Variability in Writing Web and Next Steps that you will upload on your web page. |
Blog on Next Steps:
Entry We have been doing storytelling since September. It is a major component of the K2 Focus which is a guide to interactive learning based centers of exploration, that we are implementing currently in Kindergarten. We gather stories from the students one on one. Then after gathering the stories individually we then set out to act them out. The students and sometimes we as teachers take on the roles of the characters in the story. The students really enjoy storytelling time! I have thought of the next step or aspect to storytelling in my classroom. We are now acting out books we have read. We are acting out plays such as Goldilocks and the 3 Bears. The students have been really enjoying this, its a great way for them to feel that they are a part of the books the actual stories. I think this way of acting out others stories through plays will help the students in their own story writing. |
Blog Responses:Katie I think that a great idea. My students enjoy story telling so much. They also benefit from whole class interactive writing as it helps to give a model of what they can do within their own writing. I also found that teacher model helps. Of course that is an obvious and typical strategy but it's a great one in the context of storytelling. Myself or Ms.Ortiz would role play one of us would be the actor and the other is the recorder. The storyteller tells an elaborate exaggerated story and the recorder acts as the teacher taking down the students story. This technique works well. I would even suggest maybe having your students dictate the story to you and then illustrate their story. They can work on labeling their favorite part of the story that they have illustrated.
Kamini I hadn't read your entry you all do what I want to do acting out books that have just been read. it is my next step I love this branch of storytelling. And I totally hear you on the need for prompts I think I will add that in my room also!! Theresa I would like to see your graphic organizers. I think this is an important and useful tool to use with the students. I really need to use it more within my classroom. I also help to scribe what my students say to help keep them focused and have their language flow uninterrupted. I have to download the app that you are speaking about!! I recently used sentence stripes in several math lessons and I really got a good idea of my students understanding using them. Rom 105 I really like the idea of you going back after the acting out and discussing how roles could have been better acted out. I like tis idea I think this activity helps students to understand and be aware of each other's thoughts and opinion. It promotes language use also. This is a wonderful idea I think I will try it tomorrow!! Reply |
Session 11, April 16
Positive Behavior Interventions Blog and Responses to Others Collaborative Problem Solving Plan |
I think a great strategy that I utilized was to change my way of thinking. I have had students that have had severe behavioral issues every thing from injuring adults and children with hitting and choking to self injurious behavior head banging and noncompliant behavior. I have implemented behavior charts, time outs, and rewards systems. My approach was to utilize the above to simply have a system in place. However, through trainings and experience as a teacher I started off this year wanting to really empower my students in their emotions. I think that if students become aware of their emotions and find ways to manage them from early on they will hopefully have less behavior issues. So I came to the above realization and decided to approach this year with empowering my students and giving them techniques on what to do when their emotions result in behaviors that are not acceptable (yelling, hitting, etc). I implemented my behavior chart system and everyone was aware of it students, parents, all the teachers that would be in contact with the students. Also, I have a bin of items that students can go to when they feel their feelings are getting out of control. The bin has a mirror, stuffed animals, stress toys, timers and a techniques on a card to remain calm. I also try and validate the students feelings, then give them suggestions on how they could have handled a situation in a more controlled manner. I also praise anytime they employ these techniques and have control over their emotions then in turn lessening unwanted behaviors. So the biggest change in managing behaviors was my reaction to these behaviors.
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Response 1:
Katie it is so important to use positive reinforcement for the small and big on target behaviors and all the other behaviors in between. I think I am heavy on verbal and not so heavy on visuals. I like the idea that you use visuals. I would love to see what some of your visuals are. Reaction is a huge part in any ones behavior. Behaviors that are both positive or negative are affected by the reactions of others. I love the idea of a class emotions book. I may try that for next year. I really think a social emotional program is a valuable thing when implemented in a classroom. It truly is helpful for the students in learning to talk things out. Response 2: Lesley I think I caught on to that a quickly. Some students really enjoy the back and forth of an argument and turning questions back onto us. HA. With that being said I try and keep my responses to behavior issues short cold and nonreactive for the most part. Response 3: Lesley your story reminds me of my middle school experience in Upstate NY with students in an alternative school for students with emotional and social issues. One kid tried to push me down some stairs by lunging at me and another threw a rock threw our classroom window. Oh those middle schoolers sealed the deal on my wanting to teach that age group. However, I must say that what was important during those times was to remember to be aware of what the individual students were capable of and just react to them in ways that wouldn’t harm you or them and that will hopefully deescalate the situation. Response 4: Jennifer and Lucy I don’ t have my students draw pictures. AHH I would like to do this. I would like to give the students this option. I need to remember this technique and present it as an option to my students. I think that it is important and significant for students that are younger, or have trouble verbalizing how they feel but would like to show it. |
Session 12, May 7
DCAP and UDL Blog and Responses to Others Accommodation Planning: UDL Across Curriculum and Environments |
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Session 14, June 11
DCAP Final Product and Next Steps Blog and Responses to Others DCAP In My Classroom: Individual Implementation Plan |
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