W9D1&2

Discussion 1

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“Meeting Individual Needs” Please respond to the following:

·        * From the first e-Activity, suggest what you believe the means of representation, expression. and engagement are in the UDL lesson plan that you examined. Specify at least two (2) benefits of using this method of lesson delivery for a K-12 or adult audience.

·        From the Other Preparation, provide a rationale for your low-, mid-, and high-tech methods that you plan to use in a learning environment. Suggest two (2) ways in which your plan would change if your students were younger or had special needs.

 

Discussion 2

“Integrating Technology” Please respond to the followingTop of Form

 

·        Pretend you are a new instructor of a middle school that has historically performed poorly on the math component of the upcoming state exam. Propose three (3) strategies that you could implement to integrate technology into the classroom that could promote successful learning for all students and potentially raise your school’s ranking. Provide specific examples of the successful use of the proposed strategies in other contexts to support your rationale.

·        From the second e-Activity, propose the development of two (2) types of e-Learning activities into which you could incorporate this Web 2.0 tool. Specify the type of activity, grade level, potential student obstacles, and the intended benefits giving obstacles that you are likely to encounter with your intended student population. Provide a rationale for your response.

 

 

 eActivity

·        Go to the CAST Universal Design for Learning (UDL) Lesson Builder: Model UDL Lesson Plans Website, located at http://lessonbuilder.cast.org/explore.php, and examine one (1) of the UDL lesson plans. Be prepared to discuss.

·        Watch the video titled, “VoiceThread” (5m 32s). Be prepared to discuss.

Video Source: Ivkre8n. (2010, October 30). Conflict Resolution [Video file]. Retrieved from http://www.youtube.com/watch?v=NsI635hl52E.

 

Other Preparation

·        Refer to Table 10.1 in Chapter 10 of the textbook and select one (1) organizational tool. Make note of a low-, mid-, and high-tech method of organization you plan to use in learning environment. Be prepared to discuss.

TABLE 10.1 Classroom Organization Tools

Technology Tool

Low Tech

Mid Tech

High Tech

Chairs and desks

Provide desks and chairs with adjustable heights for different-sized students.

For small-sized students who slip out of their chairs easily, use gripping shelf paper to cover the seat.

Provide specially designed seat cushions or “positioning aids” for students who need them.

Provide alternative seating, such as ball chairs.

Whiteboards, chalkboards, chart paper

Write in colors that are visible to individuals who may be colorblind.

Avoid light colors.

Offer a hard copy of what is on the board for students who find copying from the board a challenge.

Use audio recordings made by classmates of the notes from the board or chart paper. Students can access these audio recordings and listen to the notes or directions via headphones.

Use an interactive whiteboard that offers a printout of notes and directions from the board and allows the font to be enlarged.

Pencils, paper, scissors

Provide a variety of different writing tools, markers, pencils, and crayons, in assorted sizes and different types of pencil grippers.

Provide writing paper with different-sized lines and spacing; provide correction fluid or correction paper.

Provide left- and right-handed scissors with padding and different finger placement accommodations.

Provide word processing software with spell checking and grammar correction tools that are developmentally appropriate.

Provide different textured papers with raised lines that can be seen and felt by the writer; provide portable classroom spellers and small portable write-on and wipe-off boards.

Provide a Tablet PC with a writing stylus and writing software that translates handwritten words into typed text.

Provide speech-to-text software that records student voices as text documents.

Reading materials

Provide book highlighting tape, Post-It notes, multiple copies of big books.

Provide books or CDs recorded by the teacher or students and interactive picture dictionaries.

Provide talking books made from classroom books, interactive books, word-by-word highlighting software, text-to-speech software.

Writing

Use audio recordings that can be transcribed into words, dictionaries, thesauri, and magnification tools.

Use magnification software.

Use word prediction software, speech-to-text software, enhanced keyboards.

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