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Statement Of Purpose: Universal Design For Learning

1844 Words8 Pages

Shifting from using Technology to Leading with the use of Technology

I started teaching in 2011, and was full of enthusiasm for using technology in my classroom. I slowly began to realize that using technology as a tool was not yielding success for my students. Yes my students had fun, but were not collaborating with others, or working towards a common goal. After following leaders in technology on Twitter, seeing the movement of flipped learning in school, and talking to others who had gone through the Master’s of Art in Educational Technology (MAET) at Michigan State University; I began to get excited to learn more about teaching with the tool of technology in my classroom and furthering my career and my students. After entering the program, …show more content…

Universal design for learning (UDL) was talked about in my undergraduate studies at Hope College, but it wasn’t until one of my courses at MSU that had me specifically change a lesson to reflect upon these guidelines and checkpoints that I saw the power of using it everyday in my own teaching. UDL engages and peaks interests and motivation to learn, presents information in multimodal avenues, and differentiates the way students can express what they know. We all know that students learn differently and some have strengths visually, while others have strengths auditorily for example. As a teacher and advocate for my students with disabilities, giving access to build upon their strengths through the use of a tool such as technology is a huge joy and motivation for not only those students, but for all learners in school. Through the use of creating a website that allowed students to access lessons at home with their parents, I realized the power of presenting information in multimodal ways for students. Students were given a topic and could first listen to my recorded instructions auditorily, then were given multiple means of representation. I went on to …show more content…

I now have learned the power of research and using findings to drive instruction and choices I make in finding tools for instruction. I was very unaware of how easy it was to find quality research, as well as how it should truly support each day’s routines and activities to support maximum learning. As a special education teacher, students who are in my classroom have not successfully responded to strategies in the general education classroom and response to intervention techniques. It would be a disservice to my students if I didn’t actively seek research to meet the needs of each unique style and need. CEP 822: Approaches to Educational Research, allowed myself to dig deep in research and get past my fears of finding quality information and really enjoy the plethora of knowledge it encompassed. For my research review project I wanted to truly gain knowledge for the success of reading for my students with disabilities. Knowing that research links early phonological awareness skills to reading was just not enough for me as a teacher of early elementary students. I wanted to specifically know which areas of phonological awareness help to predict reading success. A driving question that helped me to start reviewing research was, What is the necessary phonological skills students must master to improve reading? I also wanted to review

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Including cultural differences, students with physical or intellectual disabilities, students categorised as special needs, gifted and talented and many more. This includes students with varying cognitive, sensory or behavioural characteristics with customized instructional programs designed specifically for an individual students learning needs. This personalized and student centered approach to learning aims to foster support, in some cases special education services, provisions, and supports. It is in these instances that teachers must be knowledgeable, flexible and understanding of there students in order to adapt course content to meet all students needs. This can range from alternate tasks, different curriculum or classroom setting.

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An evidence-based practice in education is a process of using experimentally testing, research, invention, strategies, trial and error research, and replicate experience multi times. The results are published for teachers, administrators, and educators in a peer-review journal. The education community is not always help with evidence base practice results. “No matter how much scientific evidence supports a given a curriculum, program, or teaching method, a teacher should never assume effectiveness” (Dietrich, Kenworth, & States, 2007). If a teacher is not happy with the practice he or she can modify one component and document any changes, or improve the student’s level of learning.

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I have specifically felt a passion to do more collaborating with my fellow teachers who have students with disabilities in their classrooms, since taking online classes . Each course has better developed my ability to design, collaborate, research, and seek ways to use technology to integrate learning to do what’s best for each student. My new goal combines a few of my previous goals, including while preparing students for the workforce and encompassing 21st century skills. I now want to use my new knowledge of design thinking for lessons, research for best practices in teaching, and embed ways for my learners to be innovative, creative, have passions and curiosity about topics, and demonstrate skills through the use of

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Are Globalization and diversity antinomical? Since the beginning of globalization, wherever we travel in the world we have a great chance to find the products that we like to use or eat back home. This is surely a good way not to feel disoriented when going to visit another country but it does raise the question of the loss of cultural diversity. Due to its marketing power, American products are taking over the local tastes and the demands, pushing the establishment of a global culture reliant on technology and focused on consumerism while also creating an everyday dependency to English as international language.

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Teaching is changing quickly, so we must change with it. We need to learn how the students learn and teach in that way. We need to work with the different programs and embed technology as much as possible. We need to try new things, accept that not all will work, but at least be willing to try. My favorite quality of a good teacher is the love.

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