GStallings

NOTES

all ppts will be on the wiki

Google docs - everyone can view, collaborate and comment on the same document. ***get Google Tools (new page for docs)**
 * Color code student responses (one per student);**
 * limit access: students can only access their own class period**
 * Link instead of having everyone join**
 * cloud storage for shared documents**
 * Calendar - e-mail reminder sent (to phone if you have e-mail access.)**
 * Editing has formatting challenged (limited)**
 * Saves every 30 seconds**


 * "Share" - invite everyone to have access--editable, can collaborate**
 * Searchbar.... link:www.(URL) _ - shows all links attached to a website (to verify authenticity of website)**
 * (check out www.martinlutherking.org)**
 * Digital permanence - sometimes postings become permanent and cannot be removed --ever.**
 * Archive.com wayback.com**


 * http://www.gliffy.com/ great graphic organizers**
 * http://www.curriki.org lesson plans (wiki)**
 * http://www.shodor.org good interactive tools very relevant to 5th grade**
 * http://www.voki.com/create.php great text to speech with avatars**


 * google options bar**
 * wonder wheel ( web graphic organizer)**
 * timeline to narrow focus**


 * college classroom blog example**
 * http://honoringthedifferences.blogspot.com/**
 * Jay Dugan's website (Rowan) with blogs**


 * you can share your screen/websites on skype**
 * problem based learning (student centered)**
 * mark swiger class creates collaborative dvd product**


 * use skype for interviews**
 * coordinate so you don't lose video**
 * audacity - for podcasts (record, playback, post) feedback for soft voices listen to question, type answer, playback, slow down speed?**
 * //the future is here// video FLUID INTERFACE**
 * virtual world any surface becomes a canvas**
 * sixth sense device help sift through viewd product information based on personal preference**
 * brings more information about it**
 * takes in information about what you are viewin gives you access to more**
 * blockposters.com**
 * teachertube.com**
 * exploratorium.com geogebra link**
 * wiki discussion board share valuable stuff and ask questions**
 * create a new page smartboards**
 * collaboratuve resources**
 * google doc**
 * google site**
 * zoho**
 * microsoft**
 * xtranormal**
 * create a page for school planning teams current plan**
 * mediak12.com**


 * June 16, 2010**
 * Add presentation on wiki-page**
 * Use Senteo to create survey with teachers**
 * Plant "seeds" on shool wiki--allow teachers to populate the wiki t "buy in"**
 * Googledocs*

?animato ?screencast backchanneling - todaysmeet.com chatroom responses to videos, questions...download transcript, can be openned for different amounts of time, limit texteese, character limitations,teacher must sign in students encourage oportunities for students to talk with one another FTF also

?ATLAS software teacher-techies (technology buddies)

TEMPLATE FOR LESSON DESIGN !!POST DRAFT LESSON PLAN ON WIKI BY THE END OF THE DAY >learn docucam, SRS Professional profile (linkedin?)LinkedIn www. **linkedin**.com/ e-mail link
 * project web-page**

Lesson plan will be revised over the summer and used in the fall

UNIVERSAL DESIGN CAST.ORG To make sure that all students in the clasroom are interested, persist, self evaluate...

July 11, 2010 Elementary and Middle School Mathematics, Chapter 20 Excellent ideas and activities--some new, some familiar. Activities for students with learning disabilities need to take into account visual perceptual and processing challenges as well as memory deficits. Challenges may include difficulties with size and thickness of printed symbols, contrast, figure ground, visual fatigue, processing (viewing) time, glare, visualizing/extending/extrapolating and copying. Use of tactile adaptations (manipulatives) will require advance planning and coordination--also more time to take out, use and put away.

Assessing Geometric Understanding Love this stuff! Where was this when my daughter studied Geometry? I like the developmental approach. The assessment provides more useful diagnostic information than other tools I have seen. It reminds me of diagnostic spelling. How about having students find the area of a tangram (initial square) then other tangram designs using all the pieces?

Luke "Those who teach, learn." I always value what I learn from my students. I ask, "Show me what you did, how you got your answer....." My students often come up with answers/methods I hadn't imagined--then I have tem share their approach with the rest of the class. Breaking a polygon into smaller units is breaking a large problem into smaller ones--and/or solving a problem by doing what you know, first. All good methods.

Area and Perimeter Can't wait to try this with my students (5th grade). I wonder if this is not similar to out 6th grade curriculum?

11/6/2010 UDL editable grid for classroom accomodations

** symbols ** || Pre-teach vocab; connect to prior experience and knowledge  ||  Read questions. Symbols; ask student to read & explain; models, demonstration ||  Embed vocab support (symbols on word wall)  ||  Simplify syntax; Rephrase; emphasize; major pts || Highlight key elements; organizers; multiple examples; masking; cues, prompts ||  Interactive models; graduated scaffolds; many ways to solve a problem; chunking; small steps  ||  Checklists, organizers, sticky notes; Prompts for pneumatic strategies; Opportunities for Review & practice; ||  Templates, graphic organizers; Embedding new ideas in familiar ideas an contexts || Reduce written requirements; allow oral responses ||  Respond by: Smartboard, voice, hand (signal); pencil and paper, communicator  ||  Smartboard or keyboard (mouse) to respond ||     ||  Sentence starters  ||  Provide, elicit differentiated models, mentors, feedback  ||   || Graphic organizers for data, organizing and notes ||  Guided questions / self-monitoring; Templates that for quality and completeness,  || Frequent breaks/change in activity || Managing frustration, attention, coping skills ||   ||   ||
 * ** UNIVERSAL DESIGN FOR LEARNING GUIDELINES/Accomodations  **   ||   ||
 * I. **Multiple Means of Representation**  ||  Interactive Smartboard  ||  DocuCam  ||  Manipulatives  ||  Communicators  ||
 * **1. ****Options for perception ** || Size, contrast, color, layout, timing/pace  ||  Amplitude, pace; repeat,  ||  Physical objects & special models  ||  Gestures, signs,  ||
 * **2. ****Options for language/ **
 * **3. ****Options for Comprehension ** || Connect to prior experiences
 * **II. Multiple Means of Action and Expression ** ||   ||   ||   ||   ||
 * **<span style="font-family: 'Cambria','serif';">1. ****<span style="font-family: 'Cambria','serif';">Options for Physical Action ** || Allow extra time;
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 132; text-indent: -0.25in;">**<span style="font-family: 'Cambria','serif';">2. ****<span style="font-family: 'Cambria','serif';">Options for expressive skills and fluency **<span style="font-family: 'Cambria','serif';"> ||  Expression in text, speech, drawing, manipulatives,  ||  Calculators,
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-yfti-cnfc: 68; text-indent: -0.25in;">**<span style="font-family: 'Cambria','serif';">3. ****<span style="font-family: 'Cambria','serif';">Options for executive functions **<span style="font-family: 'Cambria','serif';"> ||  Prompting and progressive scaffolding; guides and checklists (goals)  ||  Embedded prompts to stop and think; checklists for steps etc.  ||
 * **<span style="font-family: 'Cambria','serif';">III. Multiple Means of Engagement **<span style="font-family: 'Cambria','serif';"> ||   ||   ||   ||   ||
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo3; mso-yfti-cnfc: 68; text-indent: -0.25in;">**<span style="font-family: 'Cambria','serif';">7. ****<span style="font-family: 'Cambria','serif';">Options for recruiting interest **<span style="font-family: 'Cambria','serif';"> ||  Activities are varied and age and ability appropriate  ||  Active participation, exploration and experimentation  ||  Invite personal response, evaluation and self reflection  ||  Schedules, calendars, timers; cues.
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo3; mso-yfti-cnfc: 132; text-indent: -0.25in;">**<span style="font-family: 'Cambria','serif';">8. ****<span style="font-family: 'Cambria','serif';">Options for sustaining effort and persistence **<span style="font-family: 'Cambria','serif';"> ||  Display/restate goal/objective  ||  Differentiate complexity, tools, scaffolds; collaborative groups; emphasize process, effort, improvement, risk-taking  ||  Cooperative learning groups; prompts for asking for help; peer support;  ||  Positive, substantive, informative, encouraging feedback emphasizing effort, improvement and frequent, on-going and in multiple modalities   ||
 * <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l2 level1 lfo3; mso-yfti-cnfc: 68; text-indent: -0.25in;">**<span style="font-family: 'Cambria','serif';">9. ****<span style="font-family: 'Cambria','serif';">Options for self-regulation **<span style="font-family: 'Cambria','serif';"> ||  Prompts..that focus on ignoring distractions,  ||  Diff’d models, scaffolds, feedback for:
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