As I look back over the last eight weeks, I realize that I have made more growth through this class than any other class during this Master’s program. Was it the class or was it the classroom situation I found myself in this semester? Doesn’t matter… the course work and the situation worked together to force growth for me. Having a blind student for the first time caused me to delve deeper into the principles of UDL. Delving deeper lead to growth for me and for all of my students, not just the blind one. I think, in a short eight weeks, that I have changed my mindset. I now look at the curriculum and content first and try to modify it, rather than find a variety of ways to demonstrate learning by my students. I now believe that content first, and making changes to it first, will lead to more growth for my students. Differentiated Instruction has not been moved to the back burner, by any means; but I am starting DI from a different angle.
The social network that was set up on Ning will become a valuable resource to pull from. By including a brief summary of what the various sites have to offer, research time to find what I want has been reduced. That leaves more time to focus on actual planning rather than research. Yes, good planning takes lots of time, but there are only so many minutes in the day and it is a reward to have a few spare ones. Cutting research time is one way to find a few spare ones. I intend to visit Ning frequently and post new sites that I come across; I hope my Ning members will do the same.
One immediate adjustment that has been made to my instructional practice is the way I plan. I spend more time on the content and finding ways to make it accessible. UDL philosophies account for this change. Other changes that I have made include showing our Special Education department the tools that are available on our computers already. Text to voice readers for MSWord has proved valuable. It opens doors for our blind student who was using her voice reader on her computer, locked away in a resource room. Now, the simple act of copy and pasting the content of a website into a word document so that it can be read without advertisements and sidebars has created another least restrictive environment for her. I just hope that our Special Education department will remember and apply these tools for other students. Having a clientele of Native American students who are predominately visual learners has taught me to make my lessons as visual as possible to expand learning. Having a blind student placed in my classroom has forced me to think differently about visual learning. How do I make the pictures available for her? How do I make the visual content that we spend so much time talking about available to her? How do I use the tools out there to “read” the pictures? I am still working on that one…
I have learned that technology integration does not mean putting a worksheet on a Smartboard. It does not mean adding a ton of pictures to a presentation. It does not mean allowing students to use the word processor and spell check. It means finding the best way to get the content to the student. Make the technology the background, not the foreground just because it is available. Make the needs of the student fit the technology available; don’t just make the technology available because it is sitting there. Follow Rick Wormeli’s philosophies. If the state mandated test is a writing prompt, then the summative assessment must be based on that prompt. This means that it is ok to use paper and pencil and leave the technology out when appropriate. But it is not ok to do
only paper and pencil tasks if you want to bring your students into the 21st Century. Classrooms have to blend pedagogies, have to differentiate the content for the students, the need for the outcome, the task for the purpose.
Resources:
Wormeli, R. Busting myths about differentiated instruction. www.phsd.k12.pa.us/pdf/MythsDiff.pdf Retrieved 2/8/2010.