Wikki assignment

I added information for Arizona State to the Crow Era. It is the last sentence. http://en.wikipedia.org/wiki/Arizona_State_University#The_Crow_Era

Since I worked in Financial Aid I thought it fitting to create a wikipage that explained Financial Aid. https://financialaid101.wikispaces.com/

UDL Checklist

After reviewing Universal Design (is flexible curricular materials and activities that provide alternatives for students with differing abilities). I was able to understand what was working in my lesson plan (below, which can be found on Merlot). I re-went through the UDL checklist and gained a better understanding for what my lesson accomplished as well as what it was lacking. The sections that state 'Barrier' are were I was lacking and in the lesson plan I have highlighted the fixes. This assignment also gave me a renewed appreciation of what teachers have to do when creating their lesson plans. It is not as simple as stating do this! It is much more complicated and time intensive. I think another approach I would take is applying Challenge Based Learning framework to this project. It is a collaborative framework that involves the Teacher, Students and Technology. I will post a link to web seminar later. In the meantime you can go to Apple and Challenge Based Learning.  UDL Guidelines – Educator Checklist
I.      Provide Multiple Means of Representation:	Your notes
1.     Provide options for perception
1.1  Customize the display of information	I utilize visuals and articles
1.2  Provide alternatives for auditory information	I utilized YouTube videos
1.3  Provide alternatives for visual information	I utilized articles
2.     Provide options for language and symbols
2.1  Define vocabulary and symbols	This has been done through visuals, articles, and history book
2.2  Clarify syntax and structure	This is done through the essential content of the section
2.3  Decode text and mathematical notation	There is no math in this assignment, text is clarified through discussion
2.4  Promote cross-linguistic understanding	This is accomplished through reading and visuals, though not in an auditory way
2.5  Illustrate key concepts non-linguistically	This has been addressed through visuals
3.     Provide options for comprehension
3.1  Provide or activate background knowledge	This is addressed in the history book and through discussion
3.2  Highlight critical features, big ideas, and relationships	This is done through discussions, readings, and visual clips
3.3  Guide information processing	This is done through the essential content section
3.4  Support memory and transfer	This is evident with the applied project and research paper
II.    Provide Multiple Means for Action and Expression:	Your notes
4.     Provide options for physical actions
4.1  Provide varied ways to respond	Students are allowed to create whatever applied project they want
4.2  Provide varied ways to interact with materials	This is addressed with traditional and non-traditional research
4.3  Integrate assistive technologies	We are utilizing the internet in all of its glory
5.     Provide options for expressive skills and fluency
5.1  Allow choices of media for communication	Students are allowed to create whatever applied project they want
5.2  Provide appropriate tools for composition and problem solving	This is done through discussions
5.3  Provide ways to scaffold practice and performance	This is done through the essential content section
6.     Provide options for executive functions
6.1  Guide effective goal setting	This is set out in the evaluation process
6.2  Support planning and strategy development	This has been provided in the content outline
6.3  Facilitate managing information and resources	This is shown in the discussion of using technology
6.4  Enhance capacity for monitoring progress	Barrier
III.   Provide Multiple Means for Engagement:	Your notes
7.     Provide options for recruiting interest
7.1  Increase individual choice and autonomy	Students are allowed to create whatever applied project they want
7.2  Enhance relevance, value, and authenticity	This is done through discussion, reading articles and visuals
7.3  Reduce threats and distractions	Barrier
8.     Provide options for sustaining effort and persistence
8.1  Heighten salience of goals and objectives	This is done through the evaluation process
8.2  Vary levels of challenge and support	This is created within the groups when creating their projects
8.3  Foster collaboration and communication	This is done through group work
8.4  Increase mastery-oriented feedback	Barrier
9.     Provide options for self-regulation
9.1  Guide personal goal-setting and expectations	This is done through checking in on groups as they progress
9.2  Scaffold coping skills and strategies	This is explained through the essential content section
9.3  Develop self-assessment and reflection	This is done through traditional grading and student evaluations

© CAST 2009

Goal-directed Instructional Design Plan – Discussion on Utopia Author – Alison E. Watt

1.       A problem or a need – This lesson will teach students to work collaboratively with in groups and they will be able as a collaborative group member to come up with their idea of what utopia is and means to them.

2.       A real-world performance – This lesson plan offers another set of lenses for students to wear and view the world through. This is a different way to conceptualize the world we live in.

3.       An instructional objective – a.       Cooperative communication discovered through the students in their groups. b.       Working towards world ideals obtained through research. c.        Cooperative conceptualization seen in their final group project and assessment of group members.

4.       A set of essential content – The content of this lesson will come from the history book that is being used in this course as well as the additional resources found on this subject matter. Articles, Audio clips, YouTube clips, Recorded lectures to just name a few examples.

5.       An evaluation consisting of a test or observation – The groups will complete an applied project. This applied project will consist of a 5 page research paper with a minimum of 20 sources as well as a presentation piece. The presentation piece can be a video, poster, website, and etcetera.  The teacher will check in with students and be able to see Google docs, etcetera in order to provide feedback. To reduce distractions/threats the teacher will monitor students during research times and the collaborative tool they utilize (Google docs, etcetera).

6.       A method to help participants learn – I will utilize articles found using Google scholar and academic Lexus nexus to supplement the text book. I will also use YouTube clips to visualize what Utopia means and what others think it looks like. We will follow this entire research with classroom discussions.

●      Motivation: ○    Meaningfulness – A different way to think and look at the world ○    Pleasant consequences – letter grade of A+ to A-.  Also the top three groups will have their project on display in the classroom or on the classroom website ○    Novelty – [A] Vimeo clip I have created explaining Utopia.

●      Socialization – The socialization aspect comes from the students working in groups.

●      Audience – For what audience are you designing this lesson? Consider the following: ○    High school Sophomore ○    These students will have a reasonable understanding of YouTube, vimeo, etcettera. ○    They will have completed a semester of World History and will have already completed a few presentations with a technology requirement.

●      Technology Needs – We will spend 3 days researching using Google scholar, academic Lexus nexus, and etcetera. Students will be allowed two days to create their project as well as time out of class. To