Final Reflection

Universal Design For Learning

    Universal Design Learning or UDL is a framework used to improve learning amongst all students. Since we all learn differently these guidelines are designed to meet the needs of all the students to ensure that the learning is meaningful and challenging.


UDL guidelines I am already using:


Engagement- I design activities so that the learning outcomes are authentic and can be communicated to a real audience. The assignments I give are age and ability appropriate, considering the plans my special education students have. I also create a supportive environment by posting calendars and a class routine where the students know what will follow.


I enjoy doing brain breaks in class when they are working to create a small break for students. I provide feedback promptly that encourages students to face challenges.


Representation - Something I use already is layout visuals, graphs, images to help my students understand things better and use text for videos and animations. I also like to use symbols or mnemonic devices to explain skills. I highlight transition words in essays and when reading materials to help them make connections. I also translate and let students use different methods of translation when needed. I also chunk information into smaller ideas.


Action and Expression: I use base ten blocks and manipulatives when tutoring for math. I provide spell check and word prediction software. I also post goals in objectives where they are visible to the students. I ask questions throughout lessons to guide self-monitoring



UDL guidelines that I can add right now to my teaching practice:


Engagement- I should include a self-reflection survey at the end of the projects I assign, or a personal response. Another thing I can do is do more group work with appropriate rubrics to follow.


Representation - Provide checklists and sticky notes to be able to make the information easier to learn.


Action and Expression: Provide differentiated feedback. When working on projects, I should provide guides to break long-term goals into more reachable short-term goals. I should be able to show representations of growth and progress over time.


These guidelines look great, but I need some help incorporating:


Engagement- I would like to be able to provide feedback when I see patterns of error into a positive strategy for later use. I would also be able to help my students find a way to manage their frustration when they feel they are struggling with a subject.


Representation: I need to find tools to use to allow speech to text so that the students that struggle with writing can feel more comfortable. I find it difficult sometimes to find key information in their dominant language.

Action and Expression: Action and Expression: I need to teach my students more keyboard commands and verify that my students, especially those with disabilities, have touch screen laptops to facilitate. I need to be more open to differentiated models.


    Teaching reading is a complex challenge, especially when a class is diverse, reading and working differently, and at their own pace. I would like to learn more about implementing UDL in both reading and writing. As a current 6th grade reading teacher, I want to be able to have different approaches to students' learning, especially those with disabilities. It would be valuable to learn about educational technology that can guide and facilitate implementing UDL lessons in the class.

    One of the videos I watched covered the importance of knowing and understanding how to use Chrome extensions with students to help facilitate instruction. Some of these extensions could be used to highlight, use a sharp contrast background, change the font, and clean up the page to minimize distractions. Perez explained that these extensions are of benefit to most students, “So that's basically what this does, is it cleans up the page and it gives you the dyslexic font and then adds that color gradient” (Perez, 12:30). Some of the extensions mentioned were Extensity, Beeline Reader, Readability, Speechmaker, and Speak It. I believe as educators and librarians implementing UDL will provide opportunities and empower students to accomplish their goals in the way they find best.


The following is a video on how to use Chrome Extensions to differentiate:


https://research-ebsco-com.ezproxy.shsu.edu/linkprocessor/plink?id=9a6d1dd1-b178-3d3f-9172-c46903dbf2f1


References


Nieves, L. H., De La Hoz Vargas, V., Roncallo, E. C., & Hernández Gutiérrez, A.

    (2024). Making written texts for learning more accessible with easy-to-read and

    universal design. South African Journal of Education, 44(1), 1–10.

    https://doi-org.ezproxy.shsu.edu/10.15700/saje.v44n1a2241



Perez, Luis. (2017, February 2).Reading and Writing Supports for All Learners using

    UDL and Google Tools. [Video].

    https://research-ebsco-com.ezproxy.shsu.edu/linkprocessor/plink?id=9a6d1dd1-b178-3d3f-9172-           c46903dbf2f1


The UDL guidelines. UDL. (2024, May 14). https://udlguidelines.cast.org/

Video with Screen Pal

 For this week, I am sharing a video I made with Screen Pal. The three minute video I created was about planning a trip and  visiting South Padre Island, Texas which is a beach I grew up spending most of my summers in. Living in McAllen, Texas makes this beach very close by and easy to access. 

To make this video I first searched up a topic that I found interesting. I decided on South Padre Island because I spent a week with my family there a couple of weeks ago. After deciding on this topic, I looked for several websites that gave me quality information I could use for the video. I found several websites but decided to get familiar with them so that I would know what to say during the video.

I wrote a small introductory script to make the video flow better, but since I had used Screencastify before, I knew how to use it and it was not complicated.

I went ahead and recorded my video, listened to it and uploaded it to my documents to keep.

This is a link:https://go.screenpal.com/watch/cZiVrkV8UoO

References:

Home. South Padre Island, TX. (n.d.). https://www.myspi.org/

Everything you need to know for your trip to South Padre Island. (n.d.). https://travel.usnews.com/South_Padre_Island_TX

South Padre Island Deals & packages - south padre island. South Padre Island Deals & Packages - South Padre Island. (n.d.). https://www.sopadre.com/plan/deals-and-packages/

Library AI Newsletter

This week my team and I had to create a newsletter using AI. We decided to use Chat GPT and then Chat GPT 3.5 and both created a wonderful newsletter. Honestly, I am quite impressed with the efficacy and effectiveness of this tool.

I live in an area where we have many Hispanic students whose families are recent immigrants from Mexico. So, I asked my team that I wanted to create a newsletter of an event about el Dia de Los Muertos, which is a popular cultural celebration in Mexico.

I typed up the following prompt:

Write a Librarian newsletter for an elementary school including the Dia de los Muertos celebration on Nov. 1, 2024 from 5-6 pm for Washington Elementary School. Include book recommendations that include Day of the dead children's book. Include reading tips for the students. Include a group of 6th graders student council members setting up an alter with family pictures. Library phone number is 321-987-6543 and office hours are from 7:30 am to 4:30 pm. Follow us on instagram Washington Librarian. Add Sign up to volunteer! Include a Surprise visit from local author!

I tried to make it quite specific and add important information such as the name of the school, the library schedule and the phone number. Yet, I also asked for books that are recommended for this specific theme. Like magic, chat GPT gave a list of books and authors which would be appropriate for this event. It also included relevant reading tips for students.

This was the final result:

Washington Elementary School Librarian Newsletter

---

Library Office Hours:
7:30 AM - 4:30 PM
Phone Number: 321-987-6543
Follow us on Instagram: @WashingtonLibrarian

---

Dear Washington Elementary School Families,

We are excited to share our latest updates and events from the Washington Elementary School Library! This month, we have an array of activities and resources planned to engage our young readers and celebrate cultural traditions. Here’s what’s happening:

Día de los Muertos Celebration

Date: November 1, 2024
Time: 5:00 PM - 6:00 PM

Join us for a vibrant celebration of Día de los Muertos (Day of the Dead) in the school library! This special event will honor the rich traditions of this Mexican holiday, where families remember and celebrate their loved ones who have passed away.

Highlights of the Event:

• 6th Grade Student Council Altar: Our 6th grade student council members are setting up a beautiful altar (ofrenda) with family pictures, marigolds, and other traditional decorations. Come see their hard work and creativity!

• Storytime and Crafts: Enjoy a selection of Day of the Dead stories and participate in fun, themed crafts.

• Surprise Visit from a Local Author: We are thrilled to announce that a local author will make a surprise visit to read their latest book and sign copies for our students!

Book Recommendations: Día de los Muertos

Here are some wonderful books to help your children learn more about this meaningful celebration:

1. "Funny Bones: Posada and His Day of the Dead Calaveras" by Duncan Tonatiuh

2. "Clatter Bash! A Day of the Dead Celebration" by Richard Keep

3. "The Day of the Dead / El Día de los Muertos" by Bob Barner

4. "Rosita y Conchita / Rosita and Conchita" by Eric Gonzalez and Erich Haeger

5. "Dia de los Muertos" by Roseanne Greenfield Thong

Reading Tips for Students

Encouraging a love for reading at an early age is crucial. Here are some tips to help your child become a more enthusiastic reader:

• Set a Routine: Dedicate a specific time each day for reading. Consistency helps build a habit.

• Create a Reading Nook: A cozy, quiet place for reading can make the experience more enjoyable.

• Be a Reading Role Model: Let your child see you reading. Share your favorite books and discuss what you’re reading.

• Visit the Library Together: Explore new books and let your child choose what interests them.

• Discuss Books: Ask questions about the stories your child is reading to enhance comprehension and engagement.

Sign Up to Volunteer!

We always welcome volunteers to help make our library events successful. If you are interested in volunteering for the Día de los Muertos celebration or other upcoming events, please sign up at the library or contact us at 321-987-6543.

Stay Connected

Don't forget to follow us on Instagram @WashingtonLibrarian for the latest updates, book recommendations, and event announcements.

We look forward to seeing you at the library and celebrating Día de los Muertos together!

Happy Reading!

Warm regards,
Washington Elementary School Library Team

I noticed that I could also go back and modify the prompt with new ideas that I wanted to add.

Overall, using AI to create a newsletter was a success. Even if I did not specifically ask for it to be in a friendly tone, it still created a warm and inviting newsletter. Both the original Chat GPT and Chat GPT 3.5 worked wonders.

I went back into Canva and copied what Chat GPT had created for me and added designs to make it more colorful and vivid. It took me more time to find the right images, but at the end I was quite pleased with the results.

       

Environmental Scan

In the district I work at, SharylandISD, the majority of my students are Hispanic. As a school librarian I would observe that many of the students are recent immigrants from Mexico that have come to the United States in the last 5-10 years. At my school the majority of the students speak Spanish at home.(Murphy et al.2023) There are parents who work in farms, office work, construction, and some will have mom’s who stay at home. The area where I work is called the Rio Grande Valley is in South Texas. It is a dry and extremely hot place where the summer months may be quite above 100F.

Most of the students in the area go to Sharyland ISD which is a public school, but there has been a rise in charter schools and the district has seen a downfall in enrollment. There is also a private Catholic school that some students in this area attend.

The majority of the teacher’s at my elementary school use technology with the students. Assignments are given through Google classroom. According to the report, “Learning platforms such as Moodle and Google Classroom make it possible for students to access homework assignments and class materials anytime, anywhere.Teachers reported that these tools help them track assignments and provide rapid responses to student assessments.”(Environmental scan, 2016, p.89) You tube or Edpuzzle videos are shared on their devices for class assignments.Teachers reported that these tools help them track assignments and provide rapid responses to student assessments. Students also use other technology apps such as Britannica online, Brain Pop, Accelerated Reader, and Rosetta Stone. At the elementary level, students are given a chromebook to use in school, but are not allowed to take it home unless there is a special circumstance. I believe junior high and high school students are allowed to take the devices home. At the elementary level we prohibit the use of personal devices whether it be their personal computer or cell phone.

The majority of the students have shared that they are unable to connect at home because they do not have computers, so most will use their phones if they need to finish an assignment or use it as a resource. Most of the students have access to broadband and I believe an initiative by the district was established during and after COVID19 to assist students with proper internet service.Having proper technology at school and a reliable broadband service is crucial for students in my district.


References:

Michael Cohen Group, LLC. (2016, December). Environmental scan of
educational technology in U.S. public school. www.mcgrc.com/. https://www.mcgrc.com/wp-content/uploads/2018/11/Report-Environmental-_-Final12.22.2016.pdf


Murphy, R., Daniel, A., Cai, M., Lau, E., Schumacher, Y., & Astudillo, C. (2023, May 1). Lloyd & Dolly Bentsen Elementary School. Texas Public Schools. https://schools.texastribune.org/districts/sharyland-isd/lloyd-dolly-bentsen-elementary-school/

Technology Use

Pedagogy Before Technology


    Students’ views on technology are different from many in a variety of ways. First, I grew up in a time when technology was not observed or used much until my high school years. In high school, I took a computer literacy course which objective was to teach students to learn how to program. I began teaching in 1995, and even though we had several computers in class, they had few programs, resources, or floppy disks that we could use with the students. The library and the office staff were the few that used computers. Everything we did as teachers was manually, starting with attendance and ending with grades. I bought my first personal computer when I turned 27 and opened my first email at about the same time. Currently, I teach English Language Arts to a group of bilingual 6th grade students. On the other hand, my students have used technology all their lives. The school district I work for issues chrome books to each student to use in class. Most of my students also have their personal cell phones. For my students, a simple day without technology can be described as a catastrophe.


    Although I come from a generation where technology was not significant, I have grown to use and understand technology. Granting, there are several generational gaps between my students and me, I consider technology to be a valuable learning tool for everyone, but not the foundation upon which we build learning. I use technology daily, and it has come to simplify the way I teach. Whether it is showing a YouTube video, posting an assignment through Google classroom, or simply inputting my grades on Skyward, technology has come to assist both teachers and students in an infinite number of ways.


    Technology is here to stay and as educators we need to continue to learn and adapt our classrooms to it. The adaptations and examples from Bloom’s Taxonomy to Bloom’s Digital Taxonomy are a clear indication of the importance of technology in a classroom. These changes were necessary to align to our current classrooms, especially since technology is used daily in most schools. Change was needed as stated in Church’s Bloom’s Digital Taxonomy:


    The elements and actions cover many of the activities and objectives we undertake in our classroom practice, but they do not address the newer objectives, processes and actions presented by the emergence and integration of Information and Communication Technologies (ICT) into the classroom and their impact on the lives of our students. (Church, 2008, p.4)


The highest level in Bloom’s Taxonomy became create instead of evaluate. Students today can create using apps and internet tools. They can create a podcast, a blog, a video, and use links to share them with the class.


On another note, as a future librarian it is crucial that we learn how to guide students with using technology. As librarians, instructing students about the safety of using technology is a key factor. As we continue to use technology ensuring our students’ safety is a priority. Some of the information shared in the K-12 blueprint was alarming. Especially knowing that many schools get hacked easily and the numbers are increasing yearly.


Reference


Bloom’s digital taxonomy. Common Sense Education. (n.d.).

       https://www.commonsense.org/education/videos/blooms-digital-taxonomy

Churches, A. (2008, May 26). (PDF) Bloom’s digital taxonomy. www.ccconline.org.

      https://www.researchgate.net/publication/228381038_Bloom’s_Digital_Taxonomy

Clarity Innovations. (2023, May). Cybersecurity for K-12 Schools and Districts. K-12 Blueprint.

 

      https://www.k12blueprint.com/toolkits/security

The first Marist Mindset List is released. Marist College. (n.d.). 

      https://www.marist.edu/w/marist-news-the-first-marist-mindset-list-is-released

Schrock, K. (2011, March 5). Bloomin’ Apps. Kathy Schrock’s Guide to Everything.

       https://www.schrockguide.net/bloomin-apps.html