Member since Sep 26, 2007, follows 1 people, 13 public groups, 183 public bookmarks (186 total).

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  • All sizes | Working Together Teamwork Puzzle Concept | Flickr - Photo Sharing! on Oct 08, 11
  • Edit form - [ Your Practices with UDL Look Fors ] - Google Docs on Sep 07, 11
  • Chapter 1: Teaching Every Student TOC: Information & Ideas on Aug 31, 11
    • In a time of greater student diversity, increased emphasis on standards and accountabilitychallenges teachers to help all students achieve.
    • learners
    • UDL is not "just one more thing;" it is an integral component of improving student learning, compatible with other approaches to education reform.
  • Microsoft Exchange - Outlook Web Access on Aug 28, 11
  • Education Week Teacher: Community Forums on Aug 28, 11
    • Finally, your denegration of technology as a learning tool was rather surprising. Most students are much more willing to write verbosely on the computer than with pencil and paper. They enjoy the freedom of adding thoughts easily, moving content from one place in their work to another, and having a saved copy that they can review, upgrade, and rethink at their fingertips. I appreciate being able to add corrections and suggestions from school or home via webmail and email. The children feel more secure in being able to present ideas both in and out of class. They have a better understanding that learning doesn't stop at the school doorstep.
    • To answer your question Mike, I read part of your book and as a teacher was really delighted with the basic premise of limiting initiatives so that we could truly help students focus on areas of need.  I must admit I did not read it all but when I didn't see some really important people listed in the index such as Bloom or Dewey but instead saw Marzano cited so many times, I felt it to be lacking in some areas that ought to be there and I no longer pushed to continue reading it especially when you felt you had the answer to everything.  In my reply to the other person, I simply agreed with what she was saying about wikis and blogs being another media and a collaborative method and I made mention of a webinar I attended which mentioned that as teachers our competition is facebook and cell phones and so using wikis and blogs helps to engage students, etc.  I have found that to be true as I have had students blogging on my wiki at midnight on a Saturday night about the content I have asked them to write about and then others have replied to those students.  And not only are they practicing writing but they are practicing sharing thoughts with each other about a specific idea much like they do in advertising companies, etc.  Will they be Hemingways--perhaps some will, perhaps some will not--that's not my subject area but I have engaged them.  I have them thinking about my subject area at times that many teachers still don't have.  And the other day I was walking through Target and a student stopped me 8 years after his graduation of high school to remind me of who he was and to tell me that he remembers me and he passed high school because of my class and my way of getting people excited about school. While not an ivy leaguer, at least he wasn't one who dropped out of high school.  In my reply, I never "disimissed" any approach you stated.  But what I will dismiss is this--there is not ONE way to do things--that is why we have moved to differentiation--sometimes it is good to do large group lessons, sometimes we need to do small group lessons, sometimes we need to do one on one, sometimes we need to use paper and pencil, sometimes we need to do high tech.  We need to do whatever we can to get kids to actually learn and hopefully to enjoy learning as well.  I did read Rafe's book and he was terrific.  But even Rafe probably has to deal with cell phones now--when was the last time YOU were in the classroom with competing against the "silent prayer stance" (kids pretending they are listening but are actually on the cell phone)?  (So instead as teachers we learn to USE the cell phone as a tool rather than shy away from it.  And I'm not sure that technology does NOT play a role in Finland--they actually do a printing center in the younger grades over there as an authentic way of teaching writing where they have computers for that so what's to say that doesn't count?
  • Education Week Teacher: Community Forums on Aug 28, 11
    • To address Jeremy and D. Fulton's questions about Wikis.  It is true that almost any form of writing can be done well, and that good writers can probably write good wikis.  But students need to learn to read and write well, in conventional, more primary formats first.  Then we can move to more novel kinds of communication.  And finally, should "wikis" really be listed as an essential, every-student-has-to-be-able-to-do-this standard?   
    • Respectfully, I would like to suggest the focus of your discussion around wikis and writing is in the wrong place. Reading and writing well has more to do with the purpose, motivation, authenticity, ownership, and implementation of the act itself than where that act occurs. There is nothing magical about pencil and paper in producing a good writer and likewise technologies in and of themselves do not improve student learning. Paper is simply a medium on which you and I learned to write. "Conventional, more primary formats" such as pencil and paper are simply tools and like all knowledge management tools should be in service of the learning. This is true whether we are talking electronic paper like blogs, wikis, and this forum or other conventional and primary formats of the past such as papyrus, parchment from animal skins, slates and quills.
  • Gifted and Talented FAQs | National Center On Universal Design for Learning on Aug 26, 11
    • a UDL learning environment allows students to progress at their own pace toward  the goal(s).
  • on Aug 19, 11
  • Adele Bailey's Page - Middle School UDL Projects on May 09, 11
  • Google Image Result for on May 04, 11

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  • AT Videos

    4 members, 1 items

    Collection of on-line videos that provide information on all types of low and high technology solutions for all ages and challenges to functioning.

  • Flexible Math Websites

    2 members, 46 items

  • HIATResources

    19 members, 136 items

    A collection of links that provide examples of classroom uses for the Internet and/or websites for teaching and learning (K-12).This group is public and was first shared during our presentation at MATN in Fall of 2007.

  • Keyboarding Resources

    30 members, 81 items

    resources related to keyboarding

  • MathAccess

    30 members, 160 items

    Websites detailing tools to enable students with learning challenges to access the math curriculum (e.g. access for reading, fine motor, written output, processing challenges)

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