Monitoring Game Plan Progress

 

This week, my classroom will continue administering an effective model after the Universal Design of Learning or (UDL) by reviewing the NETS-T standards, having a primary focus on “Promote and Model Digital Citizenship” and “Develop Digital Age Learning Experiences and Assessments.” My colleagues and I decided it would be most beneficial for our learners by increasing objectives through “taking more action” and “monitoring” with use of technology through a number of educational websites developed for diverse needs students.

 Universal design for learning (UDL) suggests that teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments (Ross & Meyer, 2002).  With a remedy to increase my approach of “taking action” in this learning experience of utilizing computer resources, my learners and I have agreed to involve parents and staff to assist in making the project a success.  Parents are recognizing the connection between their involvement and their children's success (Hench, D. 1996). 

Using KWHL’s for monitoring my learners promotes independence from the learner, which is an important effect needed for learning to positively take place.  For example, through my experiences 21^st century students seem to give more effort when personal pride is at stake or when they can use the class time as an actual life experience.  The remainder purpose of KWHL’s is to reduce barriers through monitoring.  By doing so, a pre/post-test exam will be given and recorded twice during this course in the beginning, then during the final week. 

Today's students are increasingly turning to technology as a means to gather information, communicate, and learn (Marino, 2010). In fact, preliminary research suggests that secondary students with disabilities often rely on technology more than their peers without disabilities (Lenhart et al., 2003).  The important issues are that problems often seem to arise due to limited computer resources we instructing, implementing, and building foundations for the students to comfortably move forward.

 

Resources

David Hench, S. W. (1996, Sep 03).                                       

Cennamo, K. Ross, J. & Ertner, P. Technology Integration for Meaningful Classroom Use.   A Standards-based Approach 2009.

Matthew, T. M., & Constance, C. B. (2010). Conceptualizing roti in 21st-century secondary science classrooms: Video games' potential to provide tiered support and progress monitoring for students with learning disabilities. Learning Disability Quarterly, 33(4), 299-311.