UDL or DI?

I interviewed 2 of my teachers at Stratford to talk about UDL, and when they had no idea what UDL was, we discovered that we call it Differentiated Instruction at Stratford. We have the advantage at our little school in that we can make changes to the curriculum quickly and efficiently.We have been intensely working on this for the past two years. Here is the link to the discussion. We at Stratford CSD differentiate our curriculum with ALL students!

http://youtu.be/vimgfhJpN9w

Cyber Citizenry

http://jdy16.files.wordpress.com/2010/09/orig-7226321.jpg

Digital Literacy For Parents/Teacher & Students K-6 by Lisa Schaa

Parents	Teachers	3-6 graders
1.     Overview of What/How Digital Media Affects Kids	1.     Overview of What/How Digital Media Affects Kids	Download and Play Carnegie Cyber Academy
Rationale: As a parent and educator, I think we adults need to have a good idea of what our kids/ students are doing out there, and what exactly “out there” is!	Rationale: As a parent and educator, I think we adults need to have a good idea of what our kids/ students are doing out there, and what exactly “out there” is!	Rationale: Kids need to learn how to be smart digital citizens. Games are a big hit in getting the message across.
Outcome: To be smarter and better educated in this ever-changing world our kids/students spend a huge majority of their lives in.	Outcome: To be smarter and better educated in this ever-changing world our kids/students spend a huge majority of their lives in.	Outcome: To be smarter digital citizens in the area of spam, personal information, website dangers, and cyberbullying.
Feedback: Parents will complete a survey at the completion of the tutorial in order to give feedback so the program can be changed as needed.	Feedback: Teachers will complete a survey at the completion of the tutorial in order to give feedback so the program can be changed as needed.	Feedback: Students will complete a survey at the completion of the game in order to give feedback so the program can be changed as needed.
Time Frame: 2-3 hours	Time Frame: 25 minutes	Time Frame: 3-4 classes (30 minutes each)
2.     Common Sense about Cyber Bullying watch video, read the 5 tips	2.     Common Sense about Cyber Bullying watch video, read the 5 tips	Cyberbullying For Kids watch the webisodes, answer the questions as a class
Rationale: I chose Cyberbullying because this is a huge issue in digital media; it is the NEW bullying of the 21st Century.	Rationale: I chose Cyberbullying because this is a huge issue in digital media; it is the NEW bullying of the 21st Century.	Rationale: I chose Cyberbullying because this is a huge issue in digital media; it is the NEW bullying of the 21st Century. A game format is more appealing to younger students.
Outcome: To be a more informed parent about how, why, where and to whom Cyberbullying occurs.	Outcome: To be a more informed educator about how, why, where and to whom Cyberbullying occurs.	Outcome: To be a more informed digital citizen about how, why, where and to whom Cyberbullying occurs.
Feedback: Again, fill out a brief survey regarding Cyberbullying and how we could improve on the program in this area at the end of this unit.	Feedback: Again, fill out a brief survey regarding Cyberbullying and how we could improve on the program in this area at the end of this unit.	Feedback: Again, fill out a brief survey regarding Cyberbullying and how we could improve on the program in this area at the end of this unit.
Time Frame: 1-2 hours	Time Frame: 1-2 hours	Time Frame: 3-4 classes (30 minutes each)
3.Internet Safety for Kids	3. Overview of Common Sense Curriculum	Search Sites  work in pairs to search online and fill out the handout
Rationale: It is essential that parents are actively involved in their kids internet activity.	Rationale: Teachers can get an overview of what the curriculum looks like, get ideas for implementation	Rationale: Kids need to know how to choose a good search site online
Outcome: Parents will learn Internet safety basics and strategies to keep their kids safe online.	Outcome: Teachers will become familiar with the curriculum, and will be able to pick and choose which areas they would like to focus on with their class.	Outcome: Students will become better digital citizens and more aware of how and why to behave online.
Time Frame: 30 minutes	Time Frame: 25 minutes	Time Frame: 1-2 classes (60 minutes)

My Art Class and How I Am Attempting to Create 21st Century Classes

Photo by Litandmore under a Creative Commons license.

While reading the articles/posts, etc., regarding 

21st Century Classrooms in our RWLD, adjectives like flexible, creative, and challenging , said "ART, ART, ART! to me!"

Art class is primarily as 21st Century Classroom because it is so student driven. Kids are grouped by their own choice (for the most part,) and make almost all decisions as to how they want their artwork to look. I do very little "stand and deliver", with the bulk of the class spent working on their projects.

Below is a class I am teaching about Faith Ringgold as an artist, author and storyteller. After much discussion about The Civil Rights Movement, we focus on "Tar Beach" with the students creating their own "place to fly to" as the culminating project. I used Principal Shawn Halloway's walk-through as my assessment tool.

¾ art class Faith Ringgold and Black History

Student-Centered Classroom

• Students at center of learning, teacher facilitating process
• Cooperative or collaborative learning taking place
• Teacher leading students to the answer not giving it out
• Students have choices
• Students are engaged in challenging work
• Teacher questions and probes
• Not visible during walkthrough

Specific comments about the Student-Centered Classroom:
Students sit where they want in the room at the tables .
Students answer open-ended questions from teacher like, “Why do you suppose she painted the black people in the ocean?”
Students share/look at artwork on their tables and discuss among themselves what they notice.

Assessment for Learning

• Formative assessment is used as a tool to adjust teaching
• Essential concept and skill is clear and evident to the students
• Teacher provides criteria of quality work
• Teacher provides examples of both high and low quality work
• Self or peer assessment is evident
• A collaborative classroom environment
• Assessment for learning takes place DURING instruction
• Variety of feeback to students (web, tapes, oral, written, video, etc)
• Not visible during walkthrough

Specific comments about Assessment for Learning:

Students share/look at artwork on their tables and discuss among themselves what they notice.
Teacher talks about what makes a good art project, “flying” to an important place not a silly one.

Teaching for Learner Differences

• Plans for variance in learning
• Assesses the interests and needs of individual students
• Learning goals are clearly stated
• Flexible grouping (supplemental and intensive)
• Engages students in self reflection, collaboration, and learning choices
• Works in variety of settings (large group, small group, individual)
• Engages students in self reflection
• Not visible during walkthrough

Specific comments about Teaching for Learner Differences
Teacher speaks and writes directions on overhead
Students choose where they want to sit
Teacher walks around asking students to reflect on their artwork

Teaching for Understanding:

• Problem or project based learning
• Hands on, minds on
• Students think and demonstrate understanding
• Visual learning (conceptual models, graphic organizers, webs, etc.)
• Factual knowledge is transferred to usable knowledge
• Students involved in designing, problem solving, decision making, and investigating
• Summarize targeted concepts and skills
• Multiple means of presenting information
• Not visible during walkthrough

Specific comments about Teaching for Understanding:
Teacher uses overhead and projector for demonstrating understanding
Students choose “where” they want to fly and “how” they will show the “where” on their project.

Technology Infusion

• Web 2.0 tools being used
• Technology used as a reference
• Technology used as a textbook
• Technology used to differentiate learning
• Technology used for collaboration or communication
• Using technology to create a "product" or "project"
• Technology was not being used during the walkthrough

Specific comments about Technology Infusion:
Used Tagxedo and a projector and internet to share books/videos about Faith Ringgold