Sharing+Out

Setting the Stage "The Connected Classroom"//**
 * //[[image:Kirk.gif width="118" height="89" caption="Kirk Behnke"]]
 * Model technology within our professional development.
 * The bar has been raised with available tools. We put a man on the moon with significantly fewer tools. What can we accomplish with what we have?
 * Students are teaching teachers. How do we inspire teachers and equip teachers to be "ahead of the curve"?
 * How do we help teachers learn technology in digestible increments?
 * //Strategies to Use in Professional Development to bridge the Gap between Learning Styles//**
 * [|Youtube.com]
 * Wikis to communicate and collaborate
 * send information in multiple formats
 * multimedia incorporated with interactive whiteboards
 * every 20-30 minutes, stop. Talk about what has been learned so far. It's a mental break and you hit auditory learners.
 * //Digital Immigrants/Digital Natives//**
 * Immigrants learned with textbooks, notebooks, and hands-on materials in the classroom.
 * Natives learn using technology.


 * //Surprising from PBS article on Digital Natives//**
 * It takes about 15 minutes to return to full attention to a serious mental task after you responded to an email or instant message.
 * Texting is not detrimental to spelling

Good teaching is anticipating where the barriers will be and planning proactively to design curriculum to better engage all learners in the classroom. This is beyond just engaging students with disabilities.

In the past...IEPS: preferential seating, check for understanding, extended time. We need to rethink and alter our expectations. In the past, a label allowed us to change expectations. No longer is a label able to do that (NCLB). We now have one expectation: **__Access to and make progress in the curriculum of general education. __**We need to consider mutiple ways of teaching to reach the ONE expectation. Inclusion is more than inclusion in the classroom. ** It is also inclusion in the curriculum **. Accommodations exist for all students...scaffolding is beneficial for all students at different times. Accommodations have been too vague in the past 40 years. Would we give prescription glasses to a diabetic and insulin to someone who is near-sighted? UDL provides 3 categories of scaffolds: Each one of us is crazy! Whole group reflection: Looking at this not as individualization but as a way to think about all students ahead of time.
 * 1) **Representation**: How well do you "unpack" the information? The "what" of learning...
 * 2) **Expression:** How well do you "apply" the information? The "how" of learning...Hold a piece of paper up to your forehead and write your name on the paper so that the speaker can read it. Background knowledge: name, writing. Took away working memory: writing backwards with a different orientation. Most disabilities impact one's ability to plan and execute (working memory) while long-term memory and short-term memroy are okay. Challenge: how do we use options for expression to put the responsibility of learning back on the student.
 * 3) **Engagement**: How much do you "care" about the information? We are feeling beings that think. The "why" of learning...

What are modifications and accommodations that benefit everyone?
 * //Universal Design in Architecture and Tools//**
 * faucets and handles that are long handles or "push downs" rather than turn knob
 * Kindle - change font
 * Doors that have button push open for folks in wheelchairs used by parents with strollers
 * velcro
 * ramps
 * electronic doors that open as one approaches

([|David Rose with CAST and Harvard]) Activity: Come up with a verb. Table members will explain the meaning of the verb with another words. collaborate: cooperate, share
 * //PET Scans//**

Multiple Means of Engagement: Recognition systems receive and analyze data. Multiple Representations of Information: Strategic systems plan and execute actions. Multiple Means of Expression: Affective systems know which objects an dactions are important.

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[|What Got You Here Won't Get You There] [|Free Resources: Marshall Goldsmith] Universal Design for Learning (UDL) is **//a framework or "habit of mind"//** for designing curricula that enable **//all individuals//** to gain knowledge, skills, and enthusiasm for learning. UDL provides **//flexible and rich supports//** for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.
 * //Vision//**

//**Remember the Digital Bloom's Taxonomy**// located near the end of the Overview wiki page!!!