Blog #7 - Why Coding?

How can coding be integrated? Well, we talked about this in the last blog. When kids are interested in something especially like coding it can turn on interests in their brain. If you show kids how coding can make robots move, or making app kids will want to know the next question which is “How?”. Once the kids are hooked then you have them to help them learn. I could see coding like we did this week with sensors and motors and stuff going great with science and how electricity works.

This would change kids a ton! I have a few friends that have made a few apps and I wish I knew how to do that. I have an assistant coach who makes new programs for his computer for himself. When I look at these friends I see how coding is the way of future and when a kid is interested in how to do something you can teach him anything. Just the finch, and the hummingbird they can apply those lessons. My goals would to help excite the kids and to get their minds thinking how to make these things work it will change their lives, or gives them a good foundation for the future as mentioned in the article from time article here http://time.com/4261554/why-schools-should-teach-more-than-basic-coding/

Blog #6: UDL Action & Expression (Summative)

1. I feel that the Finch Robot helps students in a few ways. First I could tell I when finding info for our project I was more diligent in finding info. It was not a copy and past or spit out on a paper assignment. I read the sources and then would write them down. I learned new things about ground squirrels and since my peers were going to watch it I wanted to make sure it sounded good. Its one things to turn something into the teacher it’s another when your peers are going to watch it. So really you could implement this on any subject. Math, Science, and even English. It was a lot more impactful than writing a paper.
2. My goals would be to apply their knowledge. I have seen it done hundreds of time where myself or others get home and forget everything than listen to in class. So being able to apply is key. In our curriculum class, we went into the halls after “learning about shapes” and we had to draw objects that had our shapes. The application is key. It can help students show they understand. For me, tech is a little harder, so my partner did more of the coding and I did more of the research.
3. It shapes it for me to show that tech is not for the teachers, and it is not to keep the kids quiet (such as a show on an iPad like a lot of parents do). But it is to apply lessons and learning. When you use more of your brain it is stored in many parts and you can draw upon it. That is what the Finch Robots did for us, English, and science were morphed into one along with technology. I'm not joking when I say the possibilities are endless.

Blog #5

I served an LDS mission and two of my companions had pretty big disabilities. One of them was farsighted and his eyes were not able to steady on objects we will call him Steve and I serve with him for 6 weeks. One of them had cerebral palsy and was missing some digits we will call him Bill and I served with him for 4.5 months. While serving with Steve it was very hard for him to read and Bill it was very had for him to do physical actions. So I do feel that I have had some experiences in having to modify my teaching with them for their strengths. 

When it comes to teaching I feel that I will use my experiences in how to adapt my assessments for students with disabilities. I know that reading was very hard for me so I had a few teachers read the answers the test to me during recess. I was very good with tests when I could hear the test. Obviously, you may not be able to give a ton of questions but doing an example of assessments such as writing answers on a whiteboard, giving a thumbs up for true and false questions. also giving the chance for kids to answer questions or activities verbally would be a great opportunity, also come clicker questions/interactive tech. But this is not very hard when it comes down to it. As you teach to a variety of abilities (tech, interactive, and demonstrations in drama) you will be able to assess to a variety of abilities. My goal is to help students feel comfortable in assessments so they can worry about what they know instead of how to express it. 

http://udloncampus.cast.org/page/assessment_udl#.Wn5_qqO-JmA

blog #4

In my classroom management class, we have been talking and learning about whole brain teaching. I can see myself implementing UDL right along with whole brain teaching. From what I have seen and learned so far, is engaging in your lessons and exciting the kids would be easy to do with such technology as smart boards and power points. To be able to adjust presentations so that there are different colors, audio influence, and written/visual representations in my lesson would be easy. As mentioned by the University of Iowa on this topic, “Some students may have difficulty accessing information or reading books due to a visual impairment, a learning disability, a language barrier, or a lack of attention span for reading. Other students may have difficulty writing answers to questions due to a physical disability inhibiting their ability to grasp a pencil or move their hand to write. Students in these situations would best be served in a UDL environment, where they can benefit from options to access information or express acquired knowledge.”

One of my close friends who have taught for 16 years before going into administration this year gave me some advice. A simple way to apply UDL with out technology is to just label objects around your room potentially with different color signs and in English, Spanish, and any other desired langue. Such as Class room objects (whiteboard, textbooks, etc.) in blue, and household objects (door, broom, etc.) in orange and put it on the objects. These way students with learning disability or langue impairments can learn more. So my goal would to have an open and fluent learning environment by using technology and adding simple fixes like the signs to help all students.

sources 

Interview with Zach Nelson

http://www.continuetolearn.uiowa.edu/nas1/07c187/Module%2010/module_10_p6.html