Cell phones in the Classroom - Yay or Nay?

        I have to admit, ten years or so ago, I was dead against having cell phones in the classroom.  I actually was against even bringing them to school.  I could not see the reason that a parent would have for allowing their child to bring such a device into school.  They can be very expensive, and plans could last up to three years at the time, so why a parent would want to risk their child bringing a cell phone into school, where it could be lost, stolen, or damaged was beyond me.  Some would argue that it was mainly for safety reasons, so parents could have easy access to communicate with their child in case of an emergency or if after school pick up plans have been changed.  I would argue that was unnecessary, as such information could be communicated via telephone call with the school office.  It worked just fine in the past, it could continue to be fine now.   

       Seeing students and young children with cell phones would usually result in myself channelling my father, and how he would give me the hard luck stories of his past, with "In my day, we had to do this....".  I would think of him every time I would comment on kids with cell phones of their own, responding with, "In my day, my cell phone was a quarter!", which I always had in case I needed to use a pay phone in an emergency.

      The data arguing against cell phones in the class is there, with respect to them being a distraction with text and instant messaging.  71 percent of students bringing cell phones into the classroom have admitted to sending or receiving text messages, and within those schools that allow students to have phones in school but not use them in the classroom, the number was almost as high as 65 percent.  Even in schools that ban cell phones entirely, the percentage was still a shocking 58%.  ( The Atlantic, May 18, 2012 ) One can argue that this type of distraction can be extremely detrimental to the educational development of a student.  A study by Duncan, Hoekstra, and Wilcox (2012) demonstrated that students who reported regular cell phone use in class show an average negative grade difference of on a 0.36 ± 0.08 four-point scale.  ( Faculty Focus, April 15, 2013 )  Today, I have to say that not much has changed, I still am against "Cell Phones" in the classroom.  A cell phone has limited functions; call, text message, instant message, and limited Internet access. What I am strongly for, is for students to bring "Smart Devices" into the classroom.

      Lets be honest, what students are bringing to school today are not just mere cell phones, but multi-functional sophisticated devices.  Smart devices include laptops, net books, smart phones, IPods, IPads, and tablets.  These devices have numerous functions and capabilities that can support classroom learning in many ways, shapes, and forms.  With the Internet providing unlimited information to people within a matter of seconds, it is imperative for educators to take advantage of this unlimited resource for learning.

      Sure, schools provide desktop computers, laptop carts, and even IPad carts, but the ease and quickness of students being able to pull out their own personal smart device and access something in mere seconds can not be ignored.  Many schools and school boards are encouraging students and parents to "Bring I.T." into school everyday.  Thousands of dollars have been spend in schools to increase the WiFi and bandwidth for Internet, so students can do just that.  Many companies have even stepped up to support schools and their use of personal devices in the classroom.  The GoKnow software company has worked to turn students' smart phones into computers, allowing students to use word processors, spreadsheets, and art programs, among others, on their cell phones.  ( Scholastic.com, "Lift the Cell Phone Ban" )

      Use of the Internet, and many tools and apps are available that can support learning in the classroom.  Here's a video demonstrating how smart device use in class, has benefited students attempting to solve difficult linear equation problems.




      Sure, there is always the issue of students pulling out their smart device when they are not suppose to, during teacher discussions and lectures.  That is why it is extremely important, to set the standards at the beginning of the school year with regards to smart device use.  In my classroom, there is a bin that students drop off their smart device into at the start of the day.  That way, they are not tempted to pull it out during a time that would hinder their attention and learning.  As activities commencing during different subjects, students ask to get their device (and I almost always allow them), so it can assist them with their tasks and projects.  A letter goes home at the beginning of the year for parents likewise, so they are kept in the know with regards to the policies and routines in the classroom when it comes to smart device use.  Here is a fun video to remind students on how to appropriately use a smart device within the classroom.



        Smart device and computer technology use in the classroom is revolutionising the way we educate our students.  It has lead to many classrooms moving toward a more Blended style of learning, incorporating technology into daily activities, and many classrooms are becoming Flipped, where learning happens at home on the computer, and homework and assignments occur at school.  As educators, we can not deny the unlimited potential that these devices can have and the benefits for students learning and development.  I still am against cell phone use in school, but I am all for smart device use for my students.

MindMeister Mindmap of Technology Integration into the Grade 6 Curriculum

  Here is the link, and an embedded version of the MindMeister mindmap on integration of technology into the grade six curriculum, specifically for strands and expectations in mathematics, science, and social studies.

http://www.mindmeister.com/416958550/technology-integration-higher-order-thinking-skills-in-grade-6



Create your own mind maps at MindMeister

Reflection:  How has technology aided (or not) in student and teacher collaboration? How has the use of the internet in the classroom changed how a teacher delivers content? Does the curriculum need to explicitly state that technology is used?

The main focus that technology has aided in terms of student and teacher collaboration has been the ease in communication and its use. Through email, file sharing, social media, and cloud storage, students can access the internet at any time, both at home and during school hours, to ask questions, complete and submit assignments, collaborate with other students on projects, and learn independently. As such, it has created a paradigm shift in teaching, that has lead to many classrooms moving towards a more blended style of learning, wherein technology is integrated into daily teaching and learning practice, and flipped classrooms are becoming more common in teaching.

With use of the internet in the classroom, students don't need to wait for the in class lesson to learn new concepts. Teachers can communicate new units and topics that students will be learning, and students can begin to examine these new teachings online. The flipped classroom now has students doing their learning at home, while classroom time is reserved for questioning, clarification, practice, assignments, and projects. Teachers are no longer centres of information of new concepts and ideas, but rather facilitators of new learning and self discovery. This new paradigm will continue to shape how lessons are taught and how content is delivered.

With this paradigm shift, the curriculum does need to reflect this new method of learning, however, it does not necessarily need to be explicitly stated. While many strands of the curriculum do state for students to communicate their learning through various "multimedia" sources, more and more students are naturally turning to technology to communicate their learning and display their thinking. It's as natural as the shift from chalkboards and slates, to pencil and paper, and today, to computer and tablet. As long as technology is easier and more motivating to use than traditional methods, students and teachers will be more willing to utilize 21st century skills in the classroom. The shift towards more technology use in the class will be a natural one, regardless of explicitly stated curriculum expectations.

Inquiry Based Learning, Project Based Learning, and Problem Based Learning

      Engagement of students within the learning process has always been a challenge for educators.  When students become engaged, they take leadership for their learning and become more independent learners.  Engaged students enjoy the classroom experience more, as they find the content interesting, enjoyable, and self fulfilling.  It is not necessarily issues in content that can hinder student engagement, but rather issues in delivery of content that greatly effect student engagement.  Reading from a textbook, and answering questions doesn't do much in terms of student self fulfillment.  Allowing the students to take on more of an active role in their learning is the key to creating an engaging classroom, where students stay on task, view mistakes as opportunities for learning, and persist in their efforts to overcome new challenges.  One framework that allows students to be more active in their learning is the Inquiry Based approach to learning.


      Inquiry Based learning is an approach to teaching and learning that places student's questions, ideas, and observations at the centre of the learning experience.  Educators act as facilitators and mentors, rather than your traditional centres of knowledge, and play an active role throughout the process.  The key is to create a classroom where ideas are challenged, tested, redefined, and viewed as a concept that can continually be improved upon. (Scardamalia, 2002)  Rather than the teacher delivering content and the students listening and taking notes, the process involves presenting students with an open-ended investigation into a question, problem, or idea, whereby they need to work together to gather evidence into the investigation.  Inquiry based learning comprises 4 key stages for students to work through:

        1) Initial Focus - the teacher provides an engaging problem or project for students to investigate
        2) Exploration - students use collaborative efforts to investigate the situation
        3) Analysis - students summarize and synthesize the information, draw conclusions on new learning
        4) Communication - students communicate findings, engage in class dialogue, and reflect on findings

      Supporting Inquiry Based Learning, are the methods of Project Based Learning, and Problem Based Learning.  Both methods support Inquiry Based learning, and are similar in nature.  Project Based learning involves students exploring real world problems and challenges, that they need to work through to develop an understanding of the situation and communicate their learning.  Problem Based Learning is similar, in that students are presented with a problem by the educator, in which they must work together to solve.  Both methods involve critical thinking, collaboration and communication on the part of students, and both methods have the teacher model how to learn through questioning, inquiry, and critical thinking.  Teachers are facilitators that guide students, rather than teaching content.

      The differences between Project Based Learning and Problem Based Learning lie in the scale of the projects and problems themselves.  While both styles of learning involve students collaborating and working together, the amount of time and resources for Project Based and Problem Based can very greatly.  Project Based Learning is a more in depth process that students are working through to solve a real world situation.  It encompasses seven key essentials:

      1) A need to know - teacher provides some type of introduction (video, clip, discussion, etc)  into a situation or scenario
      2) A driving question - the teacher provides an open ended question to drive the project
      3) Student Voice and Choice - students have the freedom to take on the project from multiple angles
      4) 21st Century Skill -  students utilize information and computer technology to assist throughout the project
      5) Inquiry and Innovation - students discover answers to their own questions, which generates new questions and answers that are new and innovative
      6) Feedback and Revision - students collaborate to create a finished product, with the teacher providing meaningful feedback to direct the students to a higher quality finished product
      7) A Published and Presented Product - students share their learning and communicate their findings in an open forum to an extended audience

      Problem Based Learning is very similar to Project Based, following many of the same processes.  The teacher will provide an opening scenario/situation, a driving question, and 21st century skills are imperative to student engagement and success.  Problem based learning however, is done on a smaller scale.  Students usually don't have the same open choice to come at problem, and the final product is usually communicated in class, rather than in front of an extended audience.  To give an example of the two, Problem Based situations occur frequently in my math classes.  I'll provide the students with a simple measurement problem, "The pool pictured on the overhead needs a new liner.  Based on the dimensions and information provided, how much liner needs to be cut and installed for the pool?"  Students will then work together to figure out the amount of liner necessary, with some excess for covering purposes.  They can then present their results using drawings, written descriptions, and even technology.

     A situation involving Project Based Learning came recently in my science class.  The students were given a situation during the biodiversity unit, in which a new mall was being proposed to be built in an area of town close to rural farms and forested areas.  The students had their choice to take the role of a particular person connected to the town, then work in groups to come up with a scenario that would benefit the town and the majority of parties involved.  Groups collaborated together, researching similar situations, gathering data, forming a standpoint, and preparing a presentation using information technology, that they would share during a town hall meeting of students, and invited parents, teachers, and even administration.  Several innovative and insightful proposals and ideas were brought forth and the town hall meeting was a complete success.

      Project based Learning and Problem based learning are similar in concept, but differ in scale and presentation.  Both are methods that support Inquiry Based Learning, learning that gets students involved.






(Scardamalia, 2002) - http://ikit.org/fulltext/2006_KBTheory.pdf

Livebinder

      Here is the link to my Livebinder, presenting information on various Math Resources that teachers, educators, parents, and students can access.

http://www.livebinders.com/play/play?present=true&id=1341915

      This online binder, features tabs with information on Mental Math Strategies, Problem Solving Strategies, Open Ended Sample Questions, EQAO Math Problems, Math Blogs, Math Links, and Math Videos.

Websites vs Blogs vs Wikis

     Website... Blogs... or Wikis?  Which one should I use, and when?

     There are many forums in which educators and their students can share their thoughts on classroom practices, ideas on pedagogy and educational practices.  The internet provides an open forum for these kinds of free exchanges of ideas and information.  As such, there are several tools that individuals can use to share their thoughts.  The question is, which type of forum to use, and when?


      When looking at blogs and websites, there are a few distinct differences that can be identified.  A blog is a type of website, but more so described as a "dynamic" website.  A blog, or "web log" is a forum where information and content changes frequently, and the interaction of news feeds, events, and social media is updated much faster than a standard website.  Blogs are also updated more frequently on search engines, so an author's message can be shared more quickly than a website.  Blogs use a more simple interface, so information is updated quicker, and posts are organized in reverse chronological order.  Blogs are dynamic, because of the speed of which they can be updated and shared.

      Wikis are different from blogs, in that they are designed for editing purposes.  Blogs are a form of one way informational exchanges, from one author to several readers.  Little editing occurs once a blog has been published.  Wikis are designed to be written by many authors, with lots of editing occurring, that is not made aware to the reader.  Blogs can be commented on by many readers, but the author's initial message and content always remains the same.  Wikis can be updated by readers continually, so the information is always changing from update to update.  In essence, a blog is the efforts of one, where as a wiki is due to the efforts of many.

      When using websites, blogs, and wikis, it is sometimes hard to tell when to use each one effectively.  To effective share your message, it is important to look at two key questions to ask when deciding on which type of forum to use.  The first question to ask is, will the information being presented be updated continually?  If this is the case, then a blog or wiki may be a more effective forum to share your information.  The second key question is, will the information that is being shared, be given by one, or numerous authors?  If the information is being presented by one, then a blog may be a more effective forum.  If the information is being presented by many, or the authors wish for the information to be updated, then a wiki or website may be more effective.

      When creating a website, it does not matter if there is one or several authors, if the information is not meant to change frequently, then a website is an excellent forum.  Teachers can create websites for parents and students to access information and links on curriculum, test support, education libraries, subject informational links, and monthly assignments and projects.  Students can create websites for projects and information on famous historical events, individuals, scientific concepts, or even math strategies for mental math and problem solving.  This kind of information does not need regular updating, so a website is an effective forum for this kind of content.

      When creating a blog or wiki, the information is meant to be updated more regularly than a website.  In the case of a wiki, the information is meant to be updated and changed by its readers (even if no change or update occurs, they still are meant to serve that central function).  Teachers can create a blog for in class purposes, to continually address the homework that is being sent home on a daily basis.  Likewise, a teacher can create a professional blog to share his/her thoughts on teaching, education, and professional practice.  Students can create a blog to share their reading and thoughts on their novels throughout the year, or comment on assignments in class.  They could likewise create a wiki, if they are working in groups, presenting information on the importance of a historical figure to Canadian society and culture.  The ideas are endless.

      A website, blog, or wiki?   There is no right or wrong in which to use.  It all depends on the initial intent of the author(s) and their message.  Sometimes one forum can evolve into another over time.

Classroom Website vs Professional Website

      What is the difference between a classroom blog or website and your own professional blog? How does your writing change based on who your audience is? How does the formattng of your text change?  Why would you want to separate a professional blog and a classroom website?

More and more educators are creating personal websites for numerous purposes. Some are creating websites for their classroom, to keep parents informed and to provide students with important information and links about the curriculum and learning. Others are creating professional websites, to stay up to date with the latest trends in education, curriculum, learning, pedagogy, and technology. Whatever the case, there appears to be a clear separation between classroom websites and professional websites.  

It's important when creating a classroom or professional website, to understand the clear distinction between the two. It might be best to keep the two separate, rather than incorporating both into one website. A classroom website needs to be structured in a way, that provides clear cut expectations for students to follow, and parents to monitor. A professional website is more open in its presentation, offering more open ended questions and ideas, in terms of education and educational reform. The key is tor remember your target audiences. A classroom website is intended to be viewed by students, parents/guardians, administration, and teaching partners. A professional website or blog on the other hand, is intended to be viewed by other teachers and educators, professionals, collaborators, and a more general audience of readers interested in education and its advancements.

Since each website is effected by its audience, the formatting of it can be much different to meet the needs of its readers. A teacher website is formatted in a way that is easy to read, contains bold lettering that is large and easy to follow, and has links for students to access. A professional website will have more in depth paragraphs discussing various issues in education, containing lots of educational terms and references. The purpose of this is to better meet the goals for each website. The central goal for a teacher website, is to provide students and parents with the means to obtain the answers they need to be successful. The ultimate goal of a professional website is to question education and pedagogy among educators, so we are always mindful of our teaching practices, and that they are meeting the needs or our students.

Parent Night Slideshow for Classroom Technology

      Here is the link for a demo of a classroom slideshow for parent open house night.  The slideshow illustrates the technology that will be utilized within the classroom.

Grade Six Parent Night Slideshow

Videos for Learning and Teaching

      I've created a list of websites to access videos for teaching and learning in education in my Delicious account.  You can access them under the title "Video for Learning and Teaching", searching with tag #audio9f62.   Here's a quick rundown of each of the five websites.

1.  http://www.teachertube.com/videos

      Often referred to as the youtube for teachers, Teachertube features educational videos uploaded by other educators, or teachers can upload their own videos to be featured and viewed.

2.  http://www.edutopia.org/videos

      Edutopia is a great resources for teachers to access, to assist in improving their program and classroom planning, with excellent ideas and resources shared in videos and blogs.

3.  http://www.google.com/videohp

      If you are looking for more specific educational video topics, simply type in "genre:education...." and finish with the subject or strand you are searching for.  Excellent resource for all types of educational videos on the Internet.

4.  http://www.brightstorm.com/

      This is a great site for students to obtain homework help in math and science.  The videos provided in this link feature lessons taught by teachers, outlining study help with concept learning and problem mastery.  The site even features help for test preparation.

5.   http://www.neok12.com/

     This site provides excellent videos in science, as well as math, language, social studies, and many other subjects from grades K to 12.  Many of the videos teach concepts in a way that is easy and simple for the students to understand.

    The link provided below, is one such video from the neok12 website, discussing the principles of Mechanical Advantage and Friction when working with simple machines.  The video illustrates how an individual can calculate the mechanical advantage when using a simple machine, such as a lever and an inclined plane, to lift a load using less newtons of force.

http://www.neok12.com/video/Simple-Machines/zX0a504473756b4803796e41.htm

After watching the video, students can apply the information learned to real world situations where the students would have to work to lift a load. Given a scenario provided by the educator, students would have to analyse the information provided, synthesise a solution to lift the load, and evaluate the results after calculating the mechanical advantage (depending on the scenario, perhaps even conducting the experiment). The video is one example of how students would have to apply higher level thinking skills, based on the information provided within.

5 Teaching Ideas to Enhance Learning

  

      Technology use in the classroom has opened the door for all classroom teachers, to better reach their students in terms of programming, planning, delivery, feedback, engagement, and motivation.  With so many different kinds of learners that make up a classroom, it's an important pedagogical practice to differentiate both the teaching methods administered by the educator, and the assessment tasks that we ask our students to complete to share their learning.  Many students today have special needs, where accommodations and modifications need to be applied so students may be successful within their studies.  Not all students can succeed with traditional paper and pencil methods, but all students do have the capacity to succeed, if they are given the means to do so.

      The Universal Design educational framework addresses the reality that students are all different and unique learners, and as such, there is no one perfect means to deliver material and new learning for all students to readily understand.  Classroom practices need to be differentiated to address student differences and unique qualities, in terms of engagement in learning, representation of materials, and student expression of learning.  Technology has provided the means to move towards this design within the classroom.

      Below are 5 teaching strategies and ideas and not only differentiate towards a more Universal Classroom Design, but also help to meet the needs of those students, who require special accommodations due to learning difficulties.  Each of these activities help to enhance the learning experience for all students.

1.  Smart Board Technologies
Smart Board
Smart Exchange

      A great teaching means for all grade levels, from kindergarten and up into high school, the Smart Board is a fantastic engagement tool for classroom instruction.  The Smart Board is simply an interactive white board, where teachers and students can manipulate data with a touch of the finger.  Users can write and erase information with the provided pens and eraser, but they can also move pictures and shapes by touching the screen.  Programs can be opened and closed, videos can be played, and information can be moved, changed, altered, and manipulated through the interactive screen.  Teachers can make up their own lessons using the Smart Notebook software, or visit the Smart Exchange website for pre-made lessons and lectures.

      I've always found the Smart Board very useful for math lessons.  Students are motivated and engaged when coming up to sort geometric shapes into a venn diagram, or watch videos on measurement, where the teacher can pause and playback the video, and switch to a lesson on measurement conversions.  Working with fractions is a lot easier, as students can work with fractions strips, circles, and other shapes to compare, sort, and add and subtract fractions with ease.  The Smart Board combines visual, audio, and tactile learning, that can benefit a wide variety of learners across all grade levels.


2.  Twitter
https://twitter.com/

      Twitter is quickly becoming the most popular social media tool, not only in education but across a more global spectrum of users.  Twitter is quite simply, a device for users to update their status, or share information using a limited number of characters for text writing purposes.  It does allow a person to include pictures with their updates, as well as links to websites, where more detailed information can be obtained.  Users can direct their "tweets" to specific audiences using "@" markers, or make their own tweets searchable using # hashtags.  Twitter has quickly become the quickest means of updating information and events, across all forms of media.

      I've only recently started using Twitter on a regular basis, but I find that the benefits of this media forum are endless.  When researching for current events, students can easily use hashtag searches to find relevant links to information for a wide variety of topics.  When Chris Hadfield was commanding the international space station, students could follow his tweets and even ask questions related to space content in the science curriculum.  I find the best use for Twitter is the connectivity a teacher can have with his/her students.  Setting up a classroom account allows students instant access to information and content being presented by the teacher.  For students who find it difficult to verbally express themselves in class, Twitter can be a great way to share ideas and ask questions, aside from traditional hand raise.  Most smart devices also have voice interactivity, so students can verbally express their tweets if they struggle with writing.  Twitter is an excellent means to get students to become more engaged, and provides them with an alternate means to express themselves, and access classroom content throughout their course of study.


3.  Digital Scrap booking with Smilebox
http://www.smilebox.com/

      Digital Scrap booking is an incredible tool for users to express themselves online.  A digital scrapbook is just like a normal scrap book, encompassing pictures, artwork decor, and captions that tell of an event or interesting happening in one's lifetime.  A digital scrapbook however, can do so much more.  Programs like Smilebox allow a user to incorporate a collage of pictures with videos, images, music, links, and text information to display a wide genre of events and information.  Smilebox is a great program that is easy to use.  After choosing a background, users can create multiple pages in their scrapbook, by simply dragging and dropping the information they wish to include within their pages.  It is a great way likewise, for students to display their learning, using multiple forms and formats.

      When completing biographies at the junior level, Smilebox proved to be a fantastic tool to display learning.  It has a little bit for every type of learner.  For visual learners, pictures and videos can be dropped into pages, that tell of a person's significant life events and moments.  For auditory learners, links to podcasts and background music can be dropped into pages to bring about more interest and content when learning about the significance of an individual within our own history.  Finally, Smilebox allows users to include text boxes to type up biography information for the more linguistic learner within the classroom.  Teachers can set the expectations for the digital scrapbook based on students needs, whether it be creating a scrapbook from scratch, to including specific content, pictures, and videos for those learners who may need more direction.  Smilebox allows for that type of scaffolding for teachers to better accommodate their students.


4.  Digital Storytelling with StoryJumper
http://www.storyjumper.com/

      Like digital scrap booking, digital storytelling allows a user to do much more when creating a story for users to share.  Digital storytelling applications like StoryJumper merge writing, photographs, music, and voice to create a personal multimedia story.  Students can create pages and pages of their own story by simply adding text boxes and dragging and dropping in images to allow their story to unfold.  StoryJumper also provides a unique way for a student to publish his/her own story, by sharing the story online, not only through the StoryJumper website, but also links to social media outlets as well (students can tweet the link to their story once it is completed).

      I've found StoryJumper to be a very engaging tool not only for creative writing, but also with retelling and recounting events as well.  Students can retell a novel they have read, by recreating it as a short story with text, images, and music.  Field trips can also be recounted and presented with StoryJumper, through interactive pages, and even voice overs that tell of the field trip as the audience scans through the pages.  StoryJumper can be combined with other applications easily, to promote creative writing, and share student experiences in terms of text, voice, pictures, and images.  It is a great website to use, that reaches a vast multitude of learners with different learning styles and unique needs.


5.  Ipad and Tablet Video Recording Apps
http://www.magisto.com/

      One of the most nerve racking moments for my students, is the thought of having to give a presentation or speech in front of their classmates or even a larger scale audience.  Rather than presenting, why not create a video?  Video recording and editing applications, like Magisto, are free and easy to use, for students to create their own edited video presentations.  Magisto automatically turns student video clips and photos into edited movies, complete with music, graphics, backgrounds, and effects.  It has many uses for the classroom, and allows students to express themselves in a more dramatic fashion once the camera begins to record.

      Magisto is a pretty unique piece of video editing software, as the application actually performs scans of visual, audio, and storytelling analysis to determine the type of effect a user is attempting to create when preparing a short video.  I've found the program quite useful when filming public service announcements to inform a general audience on the many charitable organizations in our community that need our support.  Using video recording and editing software is always engaging, allowing students to collaborate together on a project, and also allowing for students to bring their own unique skills and abilities to the project.  Whether they are strong at writing captions and content information, providing narrative voice overs, filming important scenes, performing in front of the camera, or editing for effect, video apps like Magisto allow students to display their own creativity and showcase their learning across a number of mediums within one simple application.

Universal Design

     Universal design is an educational framework that guides the development of a learning environment that is flexible and can accommodate individual learning differences.  When educators are presenting new concepts and materials to their students, they need to be mindful that all of their students are different and unique learners.  Consequently, material can not be presented in the same manner.  Educators need to be mindful of three key principles when presenting new learnings to their students, according to the Universal Design framework:

• provide multiple means of representation to give learners various ways of acquiring information and knowledge
• provide multiple means of expressing their learning and what they know
• provide multiple means of engagement to tap into student interests and motivate them to be open to new learnings

      Universal design is structured to eliminate the barriers and obstacles that exist when attempting to understand new things, and increasing access by providing multiple opportunities to engage, learn, and express learning.  Focusing on the differences between physical, cognitive, intellectual, and organizational barriers is the key to reaching more students.                           ( Universal Design - CAST  )

      Providing curriculum alternatives makes learning more accessible to all students, despite differences in backgrounds, learning styles, abilities, and disabilities.  The key is not one optimum solution for all students, but rather differentiating to accommodate individual students needs.  Educators can do this by making sure that instructional materials follow certain principles.  The diagram below illustrates this type of learning environment.


      Within my own teaching practices, I am always looking for ways to differentiate my learning tasks, and move towards a more universal design that would comprise my classroom community.  I have many unique needs within my own classroom, and attempt to structure my teaching practices so they can address the different types of students and the ways they learn best.

      To support reading, I provide students with the opportunity to not only read independently, but they also have opportunities to read with their peers, read with the teacher, or even read online, listening to audio books from multiple genres.  I've found that by differentiating my reading practices within my language program, I can individualize student goals when reading, and better support their needs.  Technology is a daily tool we use within my classroom, as students are always using laptops, Chromebooks, and personal devices to support research, work on writing, complete projects or presentations, and present their learning.  This has assisted in increasing student participation, engagement, and motivation within my class.

      Finally, I try to differentiate the ways I present new materials and key learnings within my teaching practices.  When teaching about space and the planets, I've presented the material during class discussions of what the students already know of the planets, completing readings, looking at websites, and showing videos.  These different forms of media help to address multiple learners, and the repetition assists in the embedding of key learnings during teaching moments.  Each of these classroom practices demonstrates a functioning Universal Design model within the classroom.  Multiple reading forms, use of technology, and multiple means of presenting learning address the three key areas of the Universal Design for the classroom, one that differentiates the means to engage, learn, and express learning.