Reflection+on+5364+Course+Embedded+Assignment

=**Reflection on Course Based Assignment EDLD 5364**=

Working with the GT student population I attempt to infuse technology in my daily lessons. I also mentor teachers and work towards helping them realize using Web 2.0 tools in real world problem solving situations will engage students in a student-centered environment. Digital natives should be a source of motivation and new ideas. Throughout this course I have learned several new areas to focus on with both my students and my peers.

Presently, I am leading a group of educational volunteers in a Mimio training program where we are meeting regularly on a blog to discuss our viewpoints, innovations, and experiences. Using connectivism has been extremely beneficial in motivating continued conversation and building confidence as we move towards teaching 21st century skills.

The primary focus of this course was planning a UDL formatted lesson for all skill levels of 6th grade students. In my opinion, the collaborative online experience was the most valuable component of the assignment. Not only did we have to work together as a team, but we had to create, organize, assess, and use all learning domains of Bloom’s Taxonomy. Beginning with a pedagogical discussion helped organize our thoughts before we decided on a unit of study, tools, and activities to be included in the lessons. Each of us had different strengths and we relied on each other in the areas of leadership, organization, editing skills, research, and creativity. When planning my lessons, I kept in mind the focus of the team’s chosen Unit and we each used the UDL lesson builder and eBooks as part of the planning/activities. I continued to read my team members’ lessons to make sure mine connected with theirs. We reviewed each others’ work, asked questions, and provided assistance when necessary.

Working in Google Docs exposed me to the ability to work simultaneously on a document, chatting in real time, and even “hanging-out” with Google video for a more personal experience. Working in this manner was extremely productive and engaging. In the words of Henry Ford, “Coming together is a beginning. Keeping together is progress. Working together is success.” We worked hard and the project culminated in a unit lesson we are very proud of and one that meets all the scenario requirements. As we concluded our last Google meeting, we continued to thank each other and express our gratitude of working diligently together. We each expressed the desire to continue sharing ideas on future assignments. We had formed a “strong social-emotional” bond through interaction online (Edutopia, 2007).

This course has will add much to my daily lesson planning and my mentoring of others. Collaborative groups are “a place for teachers to learn, grow, and collaborate,” as described by Solomon & Schrum (2007, Encouraging Participation, para.1). I feel I have grown both personally and educationally through this teamwork exercise. The activities and design of the course models how we, as coaches, need to be facilitating our students in a truly student-centered learning environment. As Eleanor Roosevelt so eloquently expressed, “It is today we must create the world of the future”.

Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved on March 31, 2012 from http://www.edutopia.org/linda-darling- sel-video.

Rose, D. & Meyer, A (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA Association for Supervision and Curriculum Development. Chapter 6. Available online at the Center for Applied Special Technology Website. Retrieved March 31, 2012 from []

Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education, Chapter 5, Encouraging Participation, para. 1.

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