jwagner

My name is Jamie and I teach the highest and lowest (none in the middle) level of students in European History. I also teach a completely student centered, technology based sociology elective. I have a 2 year old that I will barely see this weekend. :(

5 new technology - wikispaces, delicious, google docs, (social bookmarking), prezi, glogster 4 ideas to share: Social bookmarking, google docs, wikispaces, social bookmarking 3 principles of UDL: to support recognition, strategic learning provide flexible methods of presenting, expression and apprenticeship and engagement 2 changes to teaching: using digital text and google docs for projects 1 BIG idea for monday - web based assignments

Elevator speech UDL is transforming your classroom into a digital classroom and moving away from traditional paper and pencil classwork. It is teaching your students how to collaborate in various digital methods.

5 new technology - wikispaces, delicious, google docs, petes, wordle 4 ideas to share - social bookmarking, google docs, wikispaces, watchnow 3 principles of UDL, implementing digital media, differentiated instruction, online overtaking saved files 2 chages to teaching - working online vs. text, google dogs for projects 1 big idea - web based assignments

New ideas for classroom implementation. Our district seems to switch teacher websites on a regular basis - so after hours of work creating your site you are forced to recreate it every year. The material never transfers over. My goal is to implement a google site so my students can access that and I can keep it and not have to worry about recreating one every year. I can just tweek it to fit my needs. I plan on working to create this site over the coming weeks and have it up and running by the new year.

Chapter 5 statement: Goals To set classroom goals teachers must first understand the standards before they can come up with the methods for attaining it. After teachers understand the stnadards they can create diverse tracks for attaning their classroom goals. Chapter 6 statement: Every student learns differently. We were always taught to reach the visual, auditory, and kinesthetic learners. This chapter takes it a step further. Teachers need to design their learning to reach all students and can do this through providing multiple examples, pointing out the main points (critical features) by drawing attention to the point, offering multiple means of media to achieve what you are trying to accomplish, and tracking the students prior knowledge to find links and promote retention of the material. While varying the material teachers need to break down the steps, provide constant feedback and be flexible. The hardest part about differentiated instruction is making sure that all the students accomplish the same goals in the end and are able to perform on standard tests. Chapter 7 statement: Assessment: Using only one means of assessment does not serve as an appropriate way of assessing the knowledge and retention of all students. A traditional assessment (paper and pencil test) can be an inconsistent tool of assessing knowledge because it does not take the following four factors into consideration; addressing each student’s individual learning differences, consistent incorporation of curriculum material, the special needs of students, any errors or complications brought about by the medium used. Teachers should shift their focus to creating on-going flexible assessments. By using digital media as a means of assessment, teachers are creating a more accurate picture of what students have learned. You can give students the option of which form of media they would like to use. Chapter 8:

**Methods**
Teachers need tos design lesson with multiple methods so that each student has the opportunity to learn the information in the best way that works for them. Teachers can vary their methods by providing multiple examples, highlighting critical features, providing multiple media and formats, assessing prior knowledge, providing flexible models of skilled performance, providing opportunities to practice with supports, providing ongoing, relevant feedback, offering flexible opportunities for demonstrative skill

__** Culminating activity 2: Lesson using a classroom principle **__

Final project on the poverty unit in sociology: __Day 1__ 1. Have students make a google docs account. (one day lesson on signing up and how to use the account) __Day 2__ 2. Students should sign onto lap tops and go to the following site: [] Students should read the causes of poverty and the top article for an introduction. (students have also taken notes on poverty – what it is, how it affects children…) 3. Students should get into groups of 4 and link their google doc to each other. Once linked they should agree on the basic layout and format for hte presentation. 4. Once in groups the students will get the following assignment The students will have 3-4 days to complete the assignments using the classroom laptops computers. Poverty comparison: Using the following countries create a Google doc presentation about the following countries by covering the 7 questions listed below.

United States Burma Norway Ukraine Chad India Bolivia Pakistan You should include any extra materials that stress the issues of poverty in the above countries.
 * 1) How many people live in the country
 * 2) How many people live under the poverty line
 * 3) What is the literacy rate/college educated people
 * 4) Find a picture of common housing in the country – something that represents the lower, middle, and upper classes
 * 5) How much aid is provided to this country by outside countries and organizations?
 * 6) What factors contribute to the country’s current level of poverty? War, environmental factors, social issues?
 * 7) What is the unemployment rate?