Universal Design for Learning

UDL Guidelines – Mole Conversion Lesson Checklist
I.    Provide Multiple Means of Representation:	Your notes
1.     Provide options for perception
1.1 Offer ways of customizing the display of information	Feature: Videos can be re-sized
1.2 Offer alternatives for auditory information	Barrier: Content in video only.  Needs to have captions or speech to text.
1.3 Offer alternatives for visual information	Barrier: Content in video only.
2.     Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols	Feature: Vocab terms included in video tutorial
2.2 Clarify syntax and structure	Feature: Relating Conversion factors
2.3 Support decoding of text, and mathematical notation, and symbols	Feature: Include Conversion formulas
2.4 Promote understanding across language	Barrier: Content in English only
2.5 Illustrate through multiple media	Feature: Video Tutorial
3.     Provide options for comprehension
3.1 Activate or supply background knowledge	Feature: Linking to any conversion factor
3.2 Highlight patterns, critical features, big ideas, and relationships	Feature: Provides multiple examples
3.3 Guide information processing, visualization, and manipulation	Feature: Provides scaffolding with examples
3.4 Maximize transfer and generalization	Feature: Gives cue to practice
II.   Provide Multiple Means for Action and Expression:	Your notes
4.     Provide options for physical action
4.1 Vary the methods for response and navigation	Barrier: No alternatives for physically responding
4.2 Optimize access to tools and assistive technologies	Barrier: No access to assistive technology
5.     Provide options for expression and communication
5.1 Use multiple media for communication	Barrier: No alternative media
5.2 Use multiple tools for construction and composition	Barrier: No alternative options
5.3 Build fluencies with graduated labels of support for practice and performance	Feature: Provides scaffolding
6.     Provide options for executive functions
6.1 Guide appropriate goal setting	Feature: Include objectives in tutorial
6.2 Support planning and strategy development	Feature: Include stop and think in tutorial
6.3 Facilitate managing information and resources	Barrier: No organizational tool options
6.4 Enhance capacity for monitoring progress	Barrier: No rubric available
III.  Provide Multiple Means for Engagement:	Your notes
7.     Provide options for recruiting interest
7.1 Optimize individual choice and autonomy	Barrier: Only one option for showing understanding
7.2 Optimize relevance, value, and authenticity	Feature: Uses in real world
7.3 Minimize threats and distractions	Feature: Safe learning environment.  Variation in length of work sessions.
8.     Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Include with objectives
8.2 Vary demands and resources to optimize challenge	Barrier: No alternatives present
8.3 Foster collaboration and community	Feature: Google Docs discussion
8.4 Increase mastery-oriented feedback	Feature: Timely feedback
9.     Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation	Barrier: Multiple options not provided
9.2 Facilitate personal coping skills and strategies	Feature: Teacher emphasizes learning process
9.3 Develop self-assessment and reflection	Barrier: No option for reflection

Universal Design for Learning or UDL is a new way to design curriculum to meet the needs of diverse learners.  In other words, its a proactive approach to ensuring that all students have equal ability to learn in your classroom.  Instead of attempting to fix the student by modifying or retrofitting the curricula, UDL attempts to change the curricula to better fit the students.  The goal is shifted from the traditional approach of remembering facts to the UDL approach of creating better learners.

Discussion Questions
1.  At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?

• Traditional curriculum is, more often than not, quite disabling for the diverse needs of students.  It has been tailored to teach the imaginary majority of students.  The reality is that every class has a diversity of learners and they all have different needs to be met in order to learn to their best potential.  Many traditional curricula are based on learning from lectures and the text book, with written tests for assessments.  This type of curriculum can create barriers in learning for students with visual disabilities, reading disabilities, and even students with attention deficit disorders.  It also does not provide the flexibility to allow students that understand the material quickly to move on or learn at a higher level.  With all of this in mind, I would say that I agree with that viewpoint. In contrast to traditional curriculum, the UDL approach offers flexibility by providing multiple means of representation, action and expression, and engagement.  It meets the basic learning needs of individuals and helps create motivated learners.    

2.  What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach? 

• The curriculum can be changed without lowering expectations.  On the other hand, focusing on the student's strengths and weaknesses often results in retrofitted lessons (an afterthought to meet needs of students) and lowered expectations.  Curriculum that is designed for strengths and weaknesses can be proactive in meeting the needs of students.  This can remove the barriers associated with learning and ensure that all students can meet the high expectations.  The major challenge here is that there needs to be a paradigm shift in the way that teachers think about lesson planning and teaching.  

PC Maintenance and Security

In the PC Maintenance and Security Lab I watched three different tutorials about computer security.  The first tutorial I chose to watch was "Tips for Safer Web Browsing".  One thing that I will definitely be sharing with others and switching to for the PC I use is using Mozilla Firefox for a web browser.  The reason that I will be switching is because Mozilla is more secure than Internet Explorer.  I was surprised to find out that Internet Explorer has some security issues.  

The second tutorial I watched was "Wireless Network Security".  I found this one to be particularly interesting because I think I could use the information provided to make my wireless network more secure. One thing I learned from this that I will definitely be applying and sharing is that the WPA-PSK security option provides the best encryption and security for networks.  Also, I found it very surprising that there are sites on the internet with default passwords listed for the different types of wireless networks.

The third tutorial I watched was "Helpful Web Site Resources".  The author talks about two web sites that provide information about your computer and how to keep it safe.  Using PC Pitstop can give you all kinds of information about your computer, such as the amount of storage capacity available.

With all this information about PC security, what should Mac users be using for security?

RSS Lab and Page Reflection

RSS Page Reflection

I have enjoyed the addition of the RSS page to my web 2.0 experience.  It has greatly increased the amount of current events that I have been introduced to in both my content area and education in general.  Now I can get information that can help me improve my teaching without wasting time blindly searching the internet. 

My RSS reader page consists of articles from Science News and Science Daily, blogs about science, and sites about technology in education.  I have noticed that some of the feeds I have subscribed to put out new articles daily or hourly.  However, some of my other feeds update less often.  In some cases, the feeds update so frequently that I have trouble keeping up with all the new content.  As a result, I have resorted to reading only articles that interest me the most. 

I have been introduced to many interesting tidbits in the science articles I've read.  Most of the content that I've seen so far would not apply directly to the content that I'm teaching.  In one article, from Science Daily, I learned about how memory impairment is affected by sleep deprivation.  In another article, also from Science Daily, I read about how scientists have successfully created an invisibility cloak.  While the science articles have provided some interesting findings, the educational technology feeds have made me think about the way we teach.  On Webblog-ed, Will Richardson asks what the "new normal" will be in education.  I agree with him that education emphasis will (and should) move back in the direction of the learning process, not the knowing process.  

There are many possible ways to utilize RSS pages in the classroom.  I could use them to get articles about education to increase my teaching effectiveness.  I could use them to get science current event articles for the students to read.  Perhaps, better yet, I could have the students create their own RSS pages to subscribe to the science content of their choice.  Whatever method I choose, it is safe to say that I will be using RSS capabilities in some way in my classes.   

RSS Lab

Here is a screenshot to my new RSS page on Google Reader.  I have added some cool science blogs and news sites.  

Here is a comment to a blog I am following called "The Culture of Chemistry."  

Getting Things Done

I'm sure most people would like to find ways to be more efficient in their lives.  Recently, in the event of starting my master's classes, taking care of a new puppy, and teaching full time, I have had to become more  effective at managing my time.  For some people, a daily To-Do list works fine to help keep them organized.  However, others may need more of a process like that of "Getting Things Done" or GTD.  

I organized my GTD using a document on Google Docs.  I wanted to be able to access my process for GTD from my home computer, my school computer, and even on my phone.    

The first time I went through the process I found it to be very helpful.  I have always made To-Do lists in the past and they have never been consistent or analyzed as to the level of priority for tasks.  With this process in place, I have found myself to be more effective managing my tasks I need to complete.  

I think this process can help me if I can set it up and use it consistently.  In using it the past few days, I have been able to get more done in the same amount of time.  I like how it forces me to categorize and prioritize my tasks that I need to complete.  

In all, I think I will continue this process for a couple reasons.  For one, I am using Google Docs daily, so it will help me use the process consistently.  The other reason is that I am in great need to "get things done" at this time in my life!  

Evaluation of Learning Material on MERLOT

I added material on mole conversions to MERLOT.  I wanted to see what is was available on MERLOT for this topic.  I found this resource.  


http://www.college-cram.com/study/chemistry/molarity-and-stoichiometry/mole-conversions/


Overall, I found the material to be quite useful.  Here is my evaluation.  


Quality of Content: 
1.  Does the software present valid (correct) concepts, models, and skills.  

• Yes, I found that this software presented a valid way to calculate grams from moles and moles from grams.  The best part about it is that the material is presented in a way that is different than the way I teach.  This could help students that are struggling with my format.  

2.  Does the software present educationally significant concepts, models, and skills for the discipline?  

• Yes, this software presents mole conversions.  This is an important concept and a building block for many other chemistry concepts to follow.  

Potential Effectiveness of a Teaching-Learning Tool: 
1.  What stage(s) in the learning process/cycle could the materials be used?

• This software could be used in the demonstration, practice, and/or applying stages of the learning process/cycle.  It provides information and walks you through an example problem for a demo.  It gives you opportunities to practice and lets you apply your new knowledge by doing multiple examples if you would like.     

2.  What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?

• Convert moles of a given amount of a substance to grams. 
• Convert grams of a given amount of a substance to moles.  
• Calculate molar mass of a substance.  

3.  What are the characteristics of the target learner(s)?  

• High School chemistry students using the computer to enhance chemistry skills.    

4.  Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?  

• Yes, the media allows the students to work with examples of their choice in an interactive fashion.  The students can manipulate the substances to see the changes that result in molar mass.  It also improves the teacher's ability to teach the material by providing supplemental material for hands on or visual learners.  

5.  Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline? 

• Yes, a teacher could provide a worksheet with a link and a few example substances that need to be found.  

6.  Can the software be used in a variety of ways to achieve teaching and learning goals?

• Yes, it could be used as supplemental material, practice, or to demonstrate (use on a projector).  

7.  Are the teaching-learning goals easy to identify?

• Yes, the site describes what the student will be learning.  However, I would like to see some objectives listed.  Also, it would be nice if there was a description on how to use the media device.  

8.  Can good learning assignments for using the software application be written easily?  

• Yes, a chemistry teacher could simple provide the link to the site and let students explore the concept.  Also, the teacher could provide the students with a few example substances to find the molar mass and mole conversions.   

Ease of Use: 

1.  Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct? 

• The general layout is slightly confusing and doesn't have detailed instructions provided.  The periodic table should be larger.  It is pretty small and hard to see the elements.  

2.  Does the user get trapped in the material? 

• Yes, when you get the answer for grams and moles and hit next, you are prompted to fill in the moles or grams with a non-zero value.  However, even when they are filled and you click next, nothing happens.  

3.  Can the user get lost easily in the material? 

• I didn't find any problem navigating the material except for that stated above.   

4.  Does the module provide feedback about the system status and the user's responses? 

• No, not really, if you put in the incorrect answer it just flashes and gives you the same prompt.   

5.  Does the module provide appropriate flexibility in its use? 

• There is not much flexibility within the module except for the ability to plug in your own substances.  

6.  Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software? 

• Not really, its a pretty simple system.  Some instructions are provided but the teacher may have to provide some technical support.  

7.  Does the material present information in ways that are familiar for students? 

• I think the material would be presented in a way that is new to my students.  I use conversion factors and dimensional analysis to do mole conversions.  This is set up as a formula.  

8.  Does the material present information in ways that would be attractive to students?  

• I think the students would enjoy working with the interactive website.  Also, the students may like the fact that they could use whatever substances they can think of to do the conversions.  

Social Networks

It is amazing to see how popular social networks have become in the last ten years.  I have been active in social networks for my personal life for the past few years, and have seen the benefits they can bring.  However, I was mostly unaware of the ability of using social networks professionally.  After exploring the many sites that allow teachers to connect through social networks, I can see the advantages that can come from fitting them into my professional life.  I like the ability to make contacts and possibly collaborate with other teachers in my content area.

Most people around my age group have joined a social network in some fashion.  The level of their activity, however, varies greatly.  Some people are very hesitant to share or be active, while others post details of their every move (or so it seems).  I suppose I am somewhere in between when it comes to social networking.

On the other hand, unlike people my age, most high school students have grown up using social networks. It is more of a part of their every day lives.  When I was in high school, I thought it was pretty awesome that we had instant messenger.   Now students can use instant messenger on their social networks while posting a status update, looking at a friend's pictures, and adding new friends.  It is safe to say that most students feel comfortable with social networks.  Hopefully, we can use this level of comfort to motivate and elevate student learning.  

810 Blogging Lab

What is the difference between a traditional web page and a blog?  From what I have researched so far, the major differences are in the type of content that is published to the web.  Blogs allow people to publish their personal news, while web pages typically provide public news.  Therefore, blogs allow people to post what is important to them.  However, the differences are not only in the content that is provided.  In an attempt to answer the question, an experienced blogger enlightened me on some physical differences.  He said that a typical web page has multiple pages linked off of one web address.  For example, a news paper's website will have a main page with other pages linked off of it (sports, local, opinion, etc.).  On the other hand, a blog is like a running diary.  It is typically just one page, with new posts being added on top of older posts.   These differences allow bloggers to easily create and publish their personal news and opinions on the web through blogs.