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Week 5

  Part 1 - Summary of “ Using Universal Design for Learning to Design Standards-Based Lessons” Rao and Meo (2016) take a look at how Universal Design for Learning (UDL) can guide the development of inclusive, standards-based lessons that meet the needs of all students. According to Rao and Meo (2016), Universal Design for Learning encourages educators to begin lesson planning by identifying potential challenges students may face and then designing instruction that minimizes those challenges. Educators are encouraged to use UDL’s three guiding principles: multiple means of engagement, representation, and action/expression. Educators should use these to plan instruction that accommodates learner variability proactively. By anticipating potential barriers, teachers can provide accessible materials, offer flexible ways for students to access information, and support diverse methods for students to demonstrate their understanding. Rao and Meo look at how UDL can be applied to goals, ass...
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Week 4

  Part 1 The lesson I generated on MagicSchool was ok. It aligns well with the standards I provided. I ask that it cover standard 3.2.R.1: Analyze the main idea and supporting details in nonfiction texts. It covers that standard sufficiently. I also feel that the lesson is rigorous enough. It is engaging and meaningful, and I believe students will have a positive outlook. The assessment aligns with the objectives, but it is the one piece I wish were different. The assessment is a digital quiz, which is also the only type of technology used in this lesson. If I were to make any changes, I feel that there could be a better way to assess their understanding and a better way to use technology for this lesson. I might have the students make a digital storyboard or make a graphic organizer to show what they’ve learned. MagicSchool is useful for the creation of rigorous lesson plans. In the future, I might give more specific parameters, but I feel like this tool provides a foundation for...
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Week 3

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This infographic summarizes Chapter 4 of How People Learn II: Learners, Contexts, and Cultures by The National Academies of Sciences, Engineering, and Medicine. This chapter looks at key processes that support learning. These processes are executive function, self-regulation, and memory. These mental processes help learners focus attention, manage emotions, monitor progress, and retain and apply information—critical components for effective, lifelong learning. It also mentions the work of Gura and Rivera. Gura emphasizes the importance of cultivating creative learning environments where students actively explore, design, and innovate using technology and real-world tools. Rivero supports this idea by offering practical strategies and digital platforms that empower students to create meaningful content, encouraging both self-expression and deeper engagement with learning. Finally, it closes with ISTE Standard for Students 1.6, "Creative Communicator," which encourages student...
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Week 2

  Part 1 Authentic Intellectual Work, or AIW, is all about teaching and learning in a way that helps students really think deeply. Instead of just memorizing facts, it focuses on helping them build understanding by asking questions, digging into ideas, and applying what they learn to real-life situations. Authentic Intellectual Work encourages students to engage in meaningful tasks that mirror the kinds of thinking and problem-solving used in everyday life. This approach aims to cultivate deeper understanding, transferable skills, and student engagement. Traditional teaching usually focuses on covering the material, getting ready for tests, and learning step-by-step procedures. Often, students are graded on how well they can recall facts or complete specific tasks, but there's little focus on how that learning connects to the real world or how they can apply it. With AIW, the approach is more about going deep into learning instead of trying to cover everything. The focus is on gett...
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week 1

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1. My name is Lindsay Glover, and I teach 3rd grade in Sallisaw, OK. My husband and I have six kids who keep us very busy with their various sports and musical activities. I love walking and reading, although these days, I mostly listen to audiobooks while cooking, cleaning, and chauffeuring my kids to their practices and games. I was fortunate to be a stay-at-home mom while my kids were all young, so I just recently went back to work. I went to college for education, but then life took me in another direction. I'm excited to be back! One of my professional goals is to be a lifelong learner. This will be my third year of teaching, so I still consider myself relatively new to the profession. I want to learn and grow alongside my students. I would like to improve my ability to use formative assessments to monitor student progress. My long-term goal is to become a reading specialist. 2. ISTE Standard 6: Creative Communicator Indicator 6a: Students choose the appropriate platforms and ...
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