5.1 Discussion: Accessibility of Current Materials

5.1 Discussion: Accessibility of Current Materials

Reflect on your learning and practice regarding Accessibility. How accessible are your current instructional materials? Are there elements of your instructional materials that could be revised to make them more accessible? Please share any resources you know or use to make your curriculum and course accessible.

I was very interested in hearing about the amazing ways content is made accessible to those with disabilities.  I spent some time going back through all the instructional materials I use in my classroom to better understand how they are or can be made more accessible to my students.

Currently, my students have access to all four textbooks in an online format.  This allows them to view their reading assignments at online and on-the-go at any time.  Students can enlarge text and have the selection read aloud to them, including photo captions.  Although there is no closed captioning feature as with a video, the text is highlighted as it is read aloud.  I assign various readings at home, so students can read and re-read at their own pace without worrying about the quick moving pace of the classroom.  Students also have access to a leveled reader database where I can assign, and email a specific reader to a student based on his/her reading level.  They are categorized as above level, on level, below level, and some offer an ELD version for the English Language Learners.

We also use BrainPop quite often in our classroom as an extension or an introduction to our learning.  This site allows for closed captioning to go along with the video and I always turn on this feature when viewing videos as a whole group.  This allows for students to see the words and helps our ELs match words spoken with words written on the screen.  BrainPop can also be switched to Spanish language for students that may understand the content better in their home language.  We also use BrainPop ESL to help promote the learning and understanding of the English language with the second language learners.  The English only students use this as well to enhance their knowledge of grammar and mechanics.  Videos can be paused, re-played, and enlarged so all students can take their time understanding the content.

Students that struggle with legible handwriting have the use of keyboards to type all of their assignments and either send them to the instructor or print them in class.  These keyboards can be taken home to use on homework.  Students that struggle with getting their words on paper always have the option of recording their answers on an iPod or iPad or creating a Voice Thread to convey information.  We then work on turning their recordings into written work.  There is always so much more I want to do when it comes to accessibility, but for now, I do the best with what I have available.

4.3 Reflection: Social & Professional Networks

Thinkfinity.org -->

www.thinkfinity.org

 

4.3 Reflection: Social & Professional Networks (Pass / No Pass)

The Internet has made such a huge impact in the way I teach; it’s hard to begin to discuss this amazing tool.  I feel I am connected at all times to family, friends, and professionals in my field.  So, we all use Facebook, but personally I feel this one tool in particular has allowed me to remain in contact with people around the globe whom otherwise would not take the time to keep in contact.  The most amazing day was when my Dad set up a Facebook page and began using it to tell all of his kids about his daily activities.  I look forward each and every day to hearing about even the smallest things my parents have done.

In my classroom, we use our class blog and webpage to stay connected.  I love hearing about what the kids are doing and learning and especially keeping in touch with former students.  It keeps me grounded and positive that I have made even a small difference in their lives as I hear about all the great things they are continuing to do.  We also have a Facebook page called HughesNator Productions as I view all of my former students as products of our classroom, led by myself, the HughesNator,

If my students were asked this question, I think their answers would be similar.  It is a common connectedness we can all share.  For them it goes beyond Facebook and Twitter, they have the world at their fingertips.  Anything they are interested in is just a click away.  They can explore information whenever they want and then share it with others if they choose.  My answer to many of the questions they ask daily is, “Let’s Google it.” and the search begins.  Allowing them and encouraging this exploration can only enhance their learning experiences.  I try to find different ways for the students to use the Internet and Web 2.0 tools to analyze, create, and share their learning with others including their parents.

As for my learning, I am a member of so many different professional discussions through the Internet it is hard to keep track.  One site I use weekly to keep up on the latest in education is Thinkfinity.org where I am a certified trainer.  There are so many resources here for professional development and for teachers to use with students, If you have a question you can post it on one of their many discussion boards and you will be shocked at how many great responses you get.  These types of sites make it easy for me to keep up on the latest trends, search for lesson support, and find new sites for my students use.  I spend way too many hours each week researching, reading, and exploring all the Internet has to offer and for that, I am a much better educator than I could possibly be left to my own devices.

Copyright School

You Tube Copyright School

This would be great to show students!  I posted it so I could add it to my Leading Edge portfolio.

3.3 Reflection: Using Web 2.0 Tools

3.3 Reflection: Using Web 2.0 Tools

Kelly Hughes

We have been studying the water cycle, so I decided to create a few activities for students to take part in that shows their knowledge of what they have learned. 

Common Core Standards:

RI.7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.4

Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.

W.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

RL.7

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CA Science Standards 5th grade

Earth Sciences 3.a

Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.

Earth Sciences 3.b

Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

Earth Sciences 3.c

Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

Earth Sciences 3.d

Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

Students will read the text for understanding by accessing our Collaborize Classroom site at http://www.mshughes.collaborizeclassroom.com (you can access by using username Demo Student and password room36).  Students click on the PDF file attached and can access their textbook to complete the reading assignment.  After reading, they can then evaluate what they have read and apply this knowledge to the writing prompt answer.  Other students can then comment on other student’s answers giving feedback and information that may be missing.

Each student will then create an individual presentation to share with the class.  These presentations will be uploaded or embedded into our class blog for viewing.  Students may use iMovie, keynote, Voki, ShowMe, or any other creation site or software they are comfortable using (computer or iPad).  If they feel ambitious, they can also create a video to post on YouTube.

This project will work well with attached rubrics defining the learning goals and how each presentation will be graded.  The teacher will always be available to look over projects as they are created to give feed back and steer students in the right direction.  Students can use the class blog to ask each other for help or guidance when questions arise.  My class also uses texting to get immediate responses from both teacher and other students or email for those without a cell phone.  Our class also has access to the computer lab each morning before school for those that need more face-to-face time to evaluate and create their projects.

For our first project, I think they will all be successful and happy with their creations.  They are all very competent using the Web 2.0 tools stated, so the next step of creating a project should not be too difficult.  As with any other project, we can change our direction as we proceed for each individual student.  The ability to change our course or add components is key to any blended classroom for success.

Reflection 2.2
Methodologies of the Online Instructor

 

2.2 Reflection: Methodologies of the Online Instructor

Moving from a face-to-face teacher to a blended or online teacher has many major considerations to think about.  Do all of my students have access to the Internet?  Which students will be motivated to work on assignments outside of the school setting?  What Web 2.0 tools will I need to teach before the students can attempt to use them on their own?  How can the technology be incorporated into my teaching?

These are sometimes overwhelming questions in light of all of the other mandated things teachers are asked to fit into their school day.

Everything starts with the planning.  No longer are we just planning daily or weekly lessons, but long-term projects and collaborative assignments.  Tackling one tool and one lesson at a time is the only way, I personally, can get started.  Once teachers are comfortable with a particular Web 2.0 tool, they can then begin to see all the possibilities for incorporating this tool into a lesson.  For example, setting up a class in Edmodo and posting a question for the students was a good way to start.  After a lesson on Matter and Energy, a question was posted to the Edmodo site and that night for homework, students were given a chance to respond to the question.  Other students can then respond to their classmates and make suggestions or comments on the responses.

In an online only class, everything for the class must be made accessible online before the course starts.  This takes a more in-depth look at the planning of content.  Students in a online setting must be given access to all materials at once and allowed to work at their own pace while also having access to the instructor for clarification and questions. In turn, the instructor must be available and accessible to the online student.  Online classes require the self-discipline of the learner to meet deadlines and set aside time to work on assignments.  It is not a format that works well for everyone, but it is a great tool for those willing to learn in this format.

Currently, I am working on a blended classroom approach.  In math, my students view a technology incorporated lesson (Envision Math) with the use of a projector, an overhead camera, and an Ipad allowing the teacher to circulate the room during the lesson.  Students engage in guided practice and individual practice with teacher support.  As homework, students access their textbook online and are required to complete the homework and additional practice each night.  The teacher can then access the computer data base to check for understanding and assign remediation or enrichment as necessary.  The teacher then finds other online methods of practice for each standard and the students have a specific time-frame to practice these skills.  All tests are taken online and the results can be emailed to the parents with suggestions for improvement or opportunities to expand on their leaning.  This is working great so far, but is a work in progress.