Creating a UDL

UDL Reflection

The process of building a lesson plan using the UDL Framework provided a mechanism to really thin about all the learners that will facilitated with the plan. In the past I might have build a lesson plan for the generic population and then adapted it for the needs of individual students as the need arose. This philosophy requires the lesson designer to plan and prepare for all learners.  I definitely need more practice with adding the requirements for each of the networks.  It helped to think of the learning networks as referenced by Rose and Meyer:

·        Recognition Network – The what

·        Strategic Network  – The How

·        Affective Network – The Why

(Rose, 2002)

Including the technology components is especially important in the plan so that the teacher can assure that different tools and modalities are addressed.  Not all students are in the same place with the use of technology and planning ahead assures that not only are there concrete examples available but appropriate training is planned for all users including the teacher. Giving a teacher with little or no knowledge of a particular tool would be disastrous.

I like the tool and with a lot more practice will be able to quickly assemble the information needed to complete effective UDL's for a variety of core topics.

Rose, D. M. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Retrieved March 1, 2011, from Center for Applied Spcecial Technology: http://www.cast.org/teachingeverystudent/ideas/tes

Web Conference 2/26

Thsi was the first conference for the Teaching with Technology course. About 45 people attended and it was hosted by Dr. Mason.  Questions concerning group activities were addressed.  I came away undestanding more about what needs to be done and feel confident that my group is on the right track. 

Each time I aparticipate in a conference I gain more realization about the impact of technology in all aspects of life today. I particiapted in a meeting with fellow students that were spread out over the state of Texas.  We each contributed to the learning for the day.

Reichert action reasearch final revised 9-25

This my action research plan as of 9/25.  The changes reflected include the addition of professional literature and links for developing the survey questions.

Reichert action reasearch final revised 9-25

View more documents from Bonnie Reichert.

Week 5 Action Research

Well I made it Week 5 of Action Research.  I have revised my plan one more time based on the readings in the Harris text.  In addition a meeting with my mentor revealed some areas of the plan that I wanted to tweak.  The most exciting information on my plan actually came from the TEA.  TEA is moving forward with it's committment to digitial portfolios.  The Education Service Center is sponsoring a day long workshop on site in Liberty Hill to present the plan and help the districts put plans to implement in place.  My bldg administrator has approved my attendance to be part of the team to help the rest of our staff and eventually our students to use digital portfolios.

Week 4 Final AR Plan

I have posted my final Action Research Plan to my WIKI - http://edtechlamarmasters.wikispaces.com/.

Week 4 Challenges

What challenges do you foresee in implementing your action research study?

After meeting with the principal on my campus and my site mentor several challenges emerged.   

1.      Is anyone else in the district exploring options for portfolios?

2.      What is the max size of documents and files allowed by the server space at Total Traffic Control?

3.      How big will the launch group be?

4.      Who will be good candidates for the target launch group?

5.      What kinds of questions will be adequate and appropriate to determine readiness of staff and students?

How do you plan to address these challenges?

I have determined that the district has been planning at the district level to get in alignment with the TEA Project Share.  Admin tech staff has been attending service center workshops to understand and prepare for district activation of the TEA project.  This will help facilitate the importance of the task but the readiness and needs of the staff still need to be determined. The size of documents and files will be ascertained by using the tech support facilities of Total Traffic Control.  The principal has met with me and we agreed that a systematic approach to presenting and launching the project is the best approach. He agreed that a small target group of students with advanced technical skills would be appropriate to help launch and test the project.  He also suggested that a target group of staff be approached following the readiness survey to see if they would be part of a power user group to launch and assist with the follow-up project to design portfolio rubrics and guidelines for submissions.

Action Research Process Overview

Completing the Process Overview using Harris' 8 step evaluation of the project did help me to consider some questions that I had not considered.  Here's the draft of the plan:

Action Research Project

Process Overview

Establishing a process to create digital portfolios

• SETTING THE FOUNDATION - Student assessment and evaluation of growth is important to teachers and to the students. Teachers can review student work, past and present to determine growth and acquisition of essential knowledge and skills. As students move from campus to campus and grade to grade a digital portfolio allows for viewing and assessing by all. The use of digital portfolios is not new and with open communication and adequate training the staff it is anticipated that the staff will welcome this opportunity to support student learning.


• ANALYZING DATA - As the process begins it is important to gather data on the knowledge and readiness of the staff and students to actively participate in the use of digital portfolios. Survey tools will used to assess the skills and knowledge of both the staff and the students. Questions will be developed, presented and analyzed to assess what is known and what needs to taught. Additional data will collected through the use of staff meeting presentations with focused feedback. Additional data and support will gathered from literature reviews.


• DEVELOPING DEEPER UNDERSTANDING – Initial interviews with the Instructional Technologist revealed additional steps to my action research. We agreed that the infrastructure needed to be determined before preceding the teacher and student assessment of readiness. The issue of assessing the portfolios was also discussed and we determined that the initial research project should be focused on the process of developing the portfolio with a follow-up project be initiated to develop a rubric for assessment. At this time there is no process so we determined that this should be the focus.


• ENGAGE IN SELF-REFLECTION – Additional questions will become apparent as the research begins and progresses. Such as:

a. How and when will the process be presented to the teachers?

b. What kinds of questions will need to be developed to assess the readiness of the staff and students?

c. What is the best way to utilize the resource tool provided to the district?

d. Who will maintain the data over time?

e. How with the data be used?

f. How can we facilitate district use of the process at a future date?


• EXPLORING PROGRAMMATIC PATTERNS – There will be issues that are determined that will need to be defined and refined as the project moves forward. Several issues will need addressing:

a. Training for teachers after the assessment for readiness. This will include how to use the process to build the portfolios, how to use it for assessment and how to instruct students on how and what to include in their portfolio.

b. Time is always an issue for both the students and the teachers. The process and end result will need to become valuable for all in order to make it worth doing. I will use a favored statement to communicate the message, “If it’s worth creating, it’s worth saving.”

• DETERMINING DIRECTION – A clear path of direction will result in the success of this project. It will be important for me to make sure I have addressed all the possible questions that will arise before the launch of the portfolio development. I am working closely with the Instructional technologist and the building administration to get the needed assistance for technical and administrative support. This support will be essential in order for the staff to understand and appreciate the importance of adding this valuable tool to our assessment resources. The assessment for readiness survey will determine what kind and how much training will be needed for both staff and students.


• TAKING ACTION FOR SCHOOL IMPROVEMENT – My research plan has already been revised to address several important questions that I did not initially anticipate. I have already developed and open an on-going communication with the Campus Instruction Technologist and with the building administrator. Informal conversations with staff have indicated that there is interest in a process for the development of portfolios that could be used for assessment and a representation of the growth a student is making.


• SUSTAIN IMPROVEMENT – Portfolios are an important tool for educational professionals as well as students. My initial project is focused on the process for students but I will propose to the staff that portfolio development is also important and vital for us as educational professionals. Professional portfolios can represent the work we do every day to teach and excite children. It can be tool for sharing what we learn as part of our professional development. I think one of the most important results will be taking active role in presenting our commitment to being life-long learners.