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Jim Tiffin Jr

NAEP Reveals Shallow Grasp of Science | Education Week: - 0 views

www.edweek.org/...36naep.h31.html

education Education Week NAEP science assessment national

shared by Jim Tiffin Jr on 19 Jun 12 - No Cached
  • Jim Tiffin Jr on 19 Jun 12
     
    Article reviewing the just released findings of the 2009 hands-on science assessment conducted as part of the National Assessment of Educational Progress (NAEP).
Carolyn Barone

UDL in Middle School Science Classrooms: Using Video Games - 2 views

eds.b.ebscohost.com.pluma.sjfc.edu/...pdfviewer

shared by Carolyn Barone on 18 Jun 14 - No Cached
  • Carolyn Barone on 18 Jun 14
     
    This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students' performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed.
Michelle Ginett

Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic In... - 12 views

www.readingrockets.org/...12446

shared by Michelle Ginett on 01 Jun 12 - No Cached
  • And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      I thought that as teachers we were supposed to try and incorporate all different ways in our teaching anyway, to ensure that everyone is learning in a way that works for them.
    • Jeremy Willard
      Jeremy Willard on 04 Jun 12
       
      I agree with you Rita and also I would like to add that all of us our teaching different lessons which means some units could be more influenced by visuals verse audio
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I agree with you as well Rita. I thought that we were suppose to create individualized learning? I have always thought that teaching to the individual was a good thing.
  • This experiment indicates that subjects do store auditory information, but it only helps them remember the part of the memory that is auditory — the sound of the voice — and not the word itself, which is stored in terms of its meaning.
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      I always have trouble interpreting data like this. It always seems so subjective and I feel like a researcher cannot ever know what a person is thinking. But since the authors are experts, I will take their assessment of this data as truth.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I agree! I think it's hard to tell by this data if people are more likely to remember information by seeing it rather than hearing it.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I completely agree with you both, but I also think this supports a sentence in the previous paragraph. The subjects were asked to jugde wheither or not the word was on both lists, not necessarily who said it. I think this shows that because they were not asked to focus on that content the subjects did not remember. So I feel like the point they are making is following their previous statements and contradicting what they are trying to prove.
  • Teachers should focus on the content's best modality — not the student's.
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      This whole section makes a lot of sense.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I agree! But I think it's so hard to give meaning for many concepts in Math and Science. For example, how do you give a student a personal connection to the quadratic formula?
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Same here. How do you give students a personal connection to backside attack in chemical reactions? We can't even see it, let alone prove it. However, you can sketch it out and explain how it might work. Although that does not allow the student to create a personal connection . . .
  • ...14 more annotations...
  • You typically store memories in terms of meaning — not in terms of whether you saw, heard, or physically interacted with the information.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      It makes sense that students learn best if they have meaning for the learning...but I don't think students will have personal connections and meanings to all topics and concepts..therefore some sort of visual or kinesthetic demonstration or activity may be required.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I agree that students may learn best if they have a meaningful connection with the material. My question is for students who have have no previous experience with the material. As teachers shouldn't we provide students with opportunities to "play with" the material so that the student can establish a relationship or give meaning to the material?
  • But most of what we want children to learn is based on meaning, so their superior memory in a specific modality doesn't give them an advantage just because material is presented in their preferred modality. Whether information is presented auditorily or visually, the student must extract and store its meaning.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I think it's hard as a teacher to give meaning to every concept for every student.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I think, as teachers, we are supposed to provide students with many opportunities and experience with the material so they can develop their own meanings. I don't think teachers give meaning to students, they help students develop their own meanings.
  • When subjects view a picture story, they do have a visual representation of what the pictures look like, in addition to the meaning-based representation. They usually don't remember the visual representation for long, however, largely because when they see the pictures, they are thinking about what they mean in order to understand the story. If, in contrast, they were asked to remember visual details of the pictures and to ignore the story they tell, they would have a better memory for the visual details and the meaning-based representation would be worse.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I think this sentence contradicts the research they are trying to show in the highlighted portion below. The are telling us because subjects are focused on the meaning they will lose some of the visual description. However, they they say that people did not remember who said the words a man or woman and are using this to make a point about memory. But this was not the focus of the subjects?
  • It is possible that the specially prepared materials were more interesting or better organized than the "regular teaching" materials. This type of mistake calls the results into question because no one can tell if the results were caused by the change of modality or by the use of better materials.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      Isn't our goal as teachers to make our lessons as effective as possible? If we are trying to reach all children and all of their learning styles, shouldn't having more interesting materials be our goal, whether it targets different modalities or not? Maybe we should try and target these modalities and maybe lessons would be better
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      I agree. If nothing else, having a variety of more interesting teaching methods (targetting a variety of modalities) would be more effective simply because the students would be more interested. Also, having a variety of modalities targetted means there is a variety of depictions of the subject in one lesson.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I completely agree. In addition, having more modalities in one lesson allows for the students to connect to the material in many different ways using a variety of senses. You would think that this would help students understand the meaning of the material better.
  • We cannot be certain that modality theory is incorrect because it is always possible that we haven't looked for just the right sort of evidence.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I deflinately agree with this statement, to factor out all other variables and just look at the effects of modality would be extremely hard in a real life classroom. Statistics can lie.
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      This quote shows the difference between what is intended in the research and what is actually necessary to this argument in education. It is not about whether the students can remember a picture better than a sound clip, but it is about whether they can extrapolate meaning better from one than the other. Presentation is important to gaining an accurate understanding of the meaning.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I completely agree. It is not important that the students remember how something sounded or exactly what it looked like, its important for students to know the meaning of something. Developing a meaning leads to greater understanding of the material.
  • Although it is technically true that the theory hasn't been (and will never be) disproved, we can say that the possible effects of matching instructional modality to a student's
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      Matching student's modality to some instructional modality specific to that student would be difficult and impractical. Would it be more effective to provide a variety of modalities to the students so it plays into multiple strengths and still builds upon their "weaknesses"?
  • Although
  • modality strength have been extensively studied and have yielded no positive evidence.
  • Modality
  • cognitive scientists have long known that we all notice and remember examples that
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      It makes sense that students would be better at one thing than another. For example, I cannot understand a math problem if someone reads it to me but if I look at it, I can understand it right away. There is also the need to understand using other modalities, despite my strengths.
  • confirm our beliefs and, without meaning to, ignore and forget evidence that does not.
  • The mind is capable of storing memories in a number of different formats, and laboratory research indicates that a single experience usually leads to more than one type of representation.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Does this suggest that we should provide students with many different learning opportunities, not just the one that they "learn best" with? That way, students can evaluate the content using visual, auditory, kinesthetic or other techniques to help them create meaning associated with the material.
  • By combining many studies into a single statistical analysis, the researchers have greater power to detect a small effect, if one exists.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Personally, I am always skeptical of an article that uses meta-analysis. Often, the research used to combine the statistics have quite a few methodical errors and some are not peer-reviewed. Pulling data together from all different types of methods and studies cancels out the control group because no study is completely identical.
  • Jim Tiffin Jr on 01 Jun 12
     
    How does the mind work - and how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
Jessica Newby

What Algebra and Bio Students Have to Say About UDL - 3 views

www.ncset.org/...viewdesc.asp

Education udl Assessment

shared by Jessica Newby on 18 Jun 14 - Cached
  • Jessica Newby on 18 Jun 14
     
    I thought this would be especially interesting for the math and science people. Student feedback is essential in understanding how a teacher's mode of instruction enhances or hinders their learning.
  • alexchambers33 on 20 Jun 14
     
    I agree with you Jess. The more data you have in order to better teach the class, the better results you are going to get with your students.
  • nickik314 on 21 Jun 14
     
    I enjoyed reading this article, particularly the information in table 1, where the students were asked to respond to the class activities by using the Likert Scale.
nickik314

UDL in the MIddle School Science Classroom - 0 views

eds.b.ebscohost.com.pluma.sjfc.edu/...detail

shared by nickik314 on 21 Jun 14 - No Cached
  • nickik314 on 21 Jun 14
     
    This article follow 57 students from 4 different middle school over the course of a school year. The students completed work that was both traditional and UDL based. The article is kind of long but I found it to be pretty interesting.
Carolyn Barone

Understanding STEM Education and Supporting Students through UDL - 4 views

eds.b.ebscohost.com.pluma.sjfc.edu/...pdfviewer

shared by Carolyn Barone on 17 Jun 14 - No Cached
  • Carolyn Barone on 17 Jun 14
     
    The article examines how the universal design for learning (UDL), an educational framework, can be used to support STEM (science, technology, engineering, and mathematics) instruction in special education. According to the authors, the UDL principles can make STEM curricular materials more accessible and improve the educational experiences of students with varying learning needs. Information is provided on the aspects of instruction that constitute UDL such as clear goals, learner variability plans, and flexible teaching methods.
  • Michaela Nelson on 18 Jun 14
     
    This article seems to very clearly tell how UDL is related to STEM and how it really needs to be implemented in the STEM (or STEAM) curriculum. It seems like a good article to start with in understanding the use of UDL in the classroom.
  • Jessica Newby on 18 Jun 14
     
    "Students with disabilities rarely enter the STEM workforce, even though many are highly capable of making valuable contributions" The whole reason UDL was initially started was to target students with disabilities and ensure they were meeting learning targets as well. I think, unfortunately, this statistic is true but if UDL were successfully implemented in more STEM classrooms in middle and high schools we would see more students with disabilities entering the STEM workforce with confidence.
Michaela Nelson

UDL Curriculum Self-Check: Learn About Universal Design for Learning (UDL) - 4 views

udlselfcheck.cast.org/resources.php

udl Assessment curriculum

shared by Michaela Nelson on 18 Jun 14 - Cached
  • Michaela Nelson on 18 Jun 14
     
    Includes: State Standards, Goals, Methods, Materials, Assessment, Curriculum Content Resources, English Language Arts, Mathematics, Science, Social Studies, Lesson Ideas, Suggested Software Tools, Internet Browser Software, Free TTS Software, Software and Internet Classroom Tools, Universal Design for Learning, Related Books and Articles
  • naturegirlblue on 18 Jun 14
     
    This site has a lot of concrete information, examples, and lesson ideas for practicing UDL. It's a quick, 'at-your-fingers' guide.
  • Scott Hudson on 20 Jun 14
     
    I've been using this site off and on for a while now and I've found that it's a great reference when developing material and ideas for the classroom. I'm glad you posted it because it was a nice reminder of just how useful the site really can be! The 'goal' section relates closely with this assessment course too!
alexchambers33

livingen.pdf - 0 views

www.p12.nysed.gov/...livingen.pdf

standards Science NYS biology

shared by alexchambers33 on 02 Jun 14 - No Cached
  • alexchambers33 on 02 Jun 14
     
    NYS Living Environment (Biology) Standards
Scott Hudson

GMST 513 (assessment) - LiveBinder - 0 views

www.livebinders.com/...play

Education udl Assessment instruction resources teaching livebinder Learning

shared by Scott Hudson on 04 Jul 14 - No Cached
  • Scott Hudson on 04 Jul 14
     
    4th grade Geology (Earth Science)
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