I have been the principal of Manito Elementary School in Oakland, NJ for the past six years. Prior to that, I had a brief stint as a middle school principal at Pearl R. Miller School in Kinnelon and a six year tenure as a middle school vice principal at Valley Middle School in Oakland. Before I became an administrator, I taught English at the middle school and high school levels in West Orange. Many people don't know that I'm also a professional photographer! I live in Riverdale, NJ with my wife, Marisa and our two Yorkies, Gatsby and Tino.
Tino
Gatsby
Marisa and Gatsby
5, 4, 3, 2, 1...5 new technologies to try 1. Google Docs 2. Delicious 3. Prezi 4. Poll Everywhere 5. Wordle/ Tagzedo 4 ideas to share with others (either that you've learned here or you've learned elsewhere)1. Seek ways to make the curriculum more universal; provide multiple options for representation, action/expression and engagement. (Knock down barriers in the curriculum by using technology and other resources). 2. "Educate students for the future, not the past."/ Be "willing to be disturbed." 3. Avoid using new technology to do the same old things we used to do; use technology to have students actively create their own knowledge and content. 4. Share various new technological resources to help promote universal design: Google Docs, Wordle, Pinterest, Delicious, Symboloo.
3 principles of Universal Design for Learning1. Representation 2. Action and Expression 3. Engagement
2 changes in your teaching to reach all learners in the Digital Age1. Present new technologies at faculty meetings 2. Use sharing tools to enhance the district's professional development program
1 BIG idea to implement on MondayBegin discussing UDL at a staff meeting; focus on using various resources for removing barriers as a goal for next year.
Reflection #1 At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not? By nature, a curriculum governs content; however, it often says little about those who are expected to receive or interact with that content. In addition, while they are intended to be living, breathing documents, curricula are typically revised once every three to five years. As a result of their emphasis on content and their inevitable obsolescence, curriculum documents tend to be rigid and therefore, may present barriers to learning for children who have varying abilities and diverse learning styles. As a result, critical planning is necessary to ensure that curriculum documents contain specific provisions and guidance for teachers to effectively differentiate instruction to meet the needs of every child. Without such guidance, teachers will ultimately use the curriculum as it was written--to teach to those students in the proverbial "middle of the road" while pushing those on the margins farther and farther away from an appropriately challenging and meaningful learning experience.
Reflection #2
What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the students' strengths and weaknesses? What are the challenges of this approach? Analyzing the curriculum for strengths and weaknesses is important in so far as it's important to ensure adequate coverage of content in each discipline (the value of which is debatable in and of itself). Far more important, however, is transferring the focus to the students' strengths and weaknesses. Of course, each curriculum must be aligned to the most current standards; however, it is challenging, if not impossible, to anticipate all students' strengths and weaknesses when the curriculum is being composed. To ensure that the curriculum does not become "disabling," the focus must shift to an analysis of student strengths, weaknesses, learning styles, etc. and that the teacher have the knowledge and resources to be able to modify the curriculum to ensure its universality (e.g. that it remains accessible to all students). Since students and their needs are in a constant state of flux, placing the emphasis on their evolving needs becomes an inherently more efficient and effective process than trying to anticipate those needs when creating a curriculum document. To be clear, options for different learning styles and ability levels should be "built-in" to the curriculum; however, the curriculum should remain flexible enough to address unanticipated needs that may arise among students.
Reflection #3 How can using a variety of materials and methods reach more of the learners within your classroom? What are the benefits of doing so? What are the challenges? Using a variety of materials and methods in a diverse classroom is essential for providing access to students with different learning styles, ability levels, cultural backgrounds, etc. Every student enters a classroom or a lesson from a different perspective; if we truly believe that we must guide every child toward successful learning outcomes, it becomes incumbent upon us to provide multiple pathways for the children to achieve those goals. That said, success may be defined differently for every child as well--all the more reason to find out what "works" for everyone so that all students are able to experience successful outcomes. Of course, there are a variety of challenges inherent in doing so. Time will always be a scarce resource; funding for new technologies is often equally scarce; teacher training and 'buy-in' must occur for any initiative to be successful; and planning to accommodate student differences (especially in diverse communities) can be quite challenging and overwhelming.
Reflection #4 What barriers are inherent in traditional assessments? What are the challenges in offering varied options for assessment? Most traditional assessments adhere to a "one-size-fits-all" approach; modifications typically include large print, braille and text translated into another language, but little else. These assessments largely ignore students' varied learning styles or learning preferences. Thus, an inherent disconnect can develop between the manner in which the content is taught and the manner in which it is assessed. As a result, many of the "standardized" assessments we use may actually suffer from functional invalidity. On the other hand, when varied assessment options are presented, it becomes difficult, if not impossible to establish standards and norms upon which students are measured. For example, if one student creates a performance-based portfolio and another uses a traditional paper and pencil test to demonstrate growth or mastery, comparing the two becomes a somewhat daunting task.
Reflection #5 Given the realities of our modern age and the demands of our children’s future, is it really okay to allow teachers to choose whether or not they incorporate modern technologies into their instruction? As we discussed yesterday, our digital natives interact with technology like we interact with the air we breathe. It's natural and necessary to their survival. The failure to address this crucial truth would be tantamount to a teacher in any decade prior to the 2000s teaching without texts, a blackboard or chalk. As educators, we have a moral obligation to ensure that the children in our care receive a world-class education and that they are ready to compete in a global economy when they graduate from high school or college. If we fail to incorporate technology into daily instruction we are depriving children of the opportunity to succeed now and in the future. Moreover, we live in an age characterized by great diversity with respect to learning styles, learning preferences, cultures, philosophies, natural abilities, etc. Using modern technologies will help to ensure that each child has equitable access to an increasingly demanding curriculum, regardless of such differences.
Reflection #6 Great class! Can't wait to share what I learned with my staff.
5, 4, 3, 2, 1...
5 New Technologies to Try 1. Google Sites 2. Live Binders 3. Glogster 4. Wix! 5. Jing (Love it!!!)
Bonus: Voki (Can't wait to create avatars to replace me at faculty meetings! I'm sure my teachers will love it too!)
4 ideas to share with others (either that you've learned here or you've learned elsewhere) 1. Jing: I love the idea of being able to add text and voice notes to screen captures! 2. XtraNormal: While this was listed under secondary presentation tools, I think the older elementary kids are going to find this fascinating. 3. Have Fun Teaching: This site contains great resources that will help the I&RS committee develop strategies to help struggling students. 4.UDLexchange.cast.org: An excellent resource for teachers to acquire ready-made lesson plans that are aligned to the principles of UDL.
3 principles of Universal Design for Learning 1. Representation 2. Action and Expression 3. Engagement
2 changes in your teaching to reach all learners in the Digital Age 1. Use staff meetings as a forum to discuss practical applications of UDL and to encourage teachers to share ideas with the group 2. Use JING to create voice-over tutorials in lieu of meetings to convey essential information to teachers
1 BIG idea to implement on MondayShow Pay Attention Video to the staff when we return in September as a follow up to our discussion on "Willing to be Disturbed" Net Genners are digital natives who have grown up using technology just as a digit immigrants grew up reading books. It's a part of their lives--they use it for just about everything. They create, they're curious, they require instant gratification, they learn best using a variety of methodologies, they need stimulation, they love to be challenged, and they collaborate. In short, technology is their birthright, and it's up to us to transform education to meet their needs and provide them with the foundation for becoming citizens of the global community in the 21st century. 4 people with whom I'd share this information:
1. Superintendent of Schools 2. President of the Board of Education 3. Administrative Colleagues 4. Whoever thought PARCC was a good idea. 1 person from my personal world to share with: My wife; it's going to make for some great pillow talk ; )
5, 4, 3, 2, 1...5 new technologies to try1. Google Docs
2. Delicious
3. Prezi
4. Poll Everywhere
5. Wordle/ Tagzedo
4 ideas to share with others (either that you've learned here or you've learned elsewhere)1. Seek ways to make the curriculum more universal; provide multiple options for representation, action/expression and engagement. (Knock down barriers in the curriculum by using technology and other resources).
2. "Educate students for the future, not the past."/ Be "willing to be disturbed."
3. Avoid using new technology to do the same old things we used to do; use technology to have students actively create their own knowledge and content.
4. Share various new technological resources to help promote universal design: Google Docs, Wordle, Pinterest, Delicious, Symboloo.
3 principles of Universal Design for Learning1. Representation
2. Action and Expression
3. Engagement
2 changes in your teaching to reach all learners in the Digital Age1. Present new technologies at faculty meetings
2. Use sharing tools to enhance the district's professional development program
1 BIG idea to implement on MondayBegin discussing UDL at a staff meeting; focus on using various resources for removing barriers as a goal for next year.
Reflection #1
At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?
By nature, a curriculum governs content; however, it often says little about those who are expected to receive or interact with that content. In addition, while they are intended to be living, breathing documents, curricula are typically revised once every three to five years. As a result of their emphasis on content and their inevitable obsolescence, curriculum documents tend to be rigid and therefore, may present barriers to learning for children who have varying abilities and diverse learning styles. As a result, critical planning is necessary to ensure that curriculum documents contain specific provisions and guidance for teachers to effectively differentiate instruction to meet the needs of every child. Without such guidance, teachers will ultimately use the curriculum as it was written--to teach to those students in the proverbial "middle of the road" while pushing those on the margins farther and farther away from an appropriately challenging and meaningful learning experience.
Reflection #2
What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the students' strengths and weaknesses? What are the challenges of this approach?
Analyzing the curriculum for strengths and weaknesses is important in so far as it's important to ensure adequate coverage of content in each discipline (the value of which is debatable in and of itself). Far more important, however, is transferring the focus to the students' strengths and weaknesses. Of course, each curriculum must be aligned to the most current standards; however, it is challenging, if not impossible, to anticipate all students' strengths and weaknesses when the curriculum is being composed. To ensure that the curriculum does not become "disabling," the focus must shift to an analysis of student strengths, weaknesses, learning styles, etc. and that the teacher have the knowledge and resources to be able to modify the curriculum to ensure its universality (e.g. that it remains accessible to all students). Since students and their needs are in a constant state of flux, placing the emphasis on their evolving needs becomes an inherently more efficient and effective process than trying to anticipate those needs when creating a curriculum document. To be clear, options for different learning styles and ability levels should be "built-in" to the curriculum; however, the curriculum should remain flexible enough to address unanticipated needs that may arise among students.
Reflection #3
How can using a variety of materials and methods reach more of the learners within your classroom? What are the benefits of doing so? What are the challenges?
Using a variety of materials and methods in a diverse classroom is essential for providing access to students with different learning styles, ability levels, cultural backgrounds, etc. Every student enters a classroom or a lesson from a different perspective; if we truly believe that we must guide every child toward successful learning outcomes, it becomes incumbent upon us to provide multiple pathways for the children to achieve those goals. That said, success may be defined differently for every child as well--all the more reason to find out what "works" for everyone so that all students are able to experience successful outcomes. Of course, there are a variety of challenges inherent in doing so. Time will always be a scarce resource; funding for new technologies is often equally scarce; teacher training and 'buy-in' must occur for any initiative to be successful; and planning to accommodate student differences (especially in diverse communities) can be quite challenging and overwhelming.
Reflection #4
What barriers are inherent in traditional assessments? What are the challenges in offering varied options for assessment?
Most traditional assessments adhere to a "one-size-fits-all" approach; modifications typically include large print, braille and text translated into another language, but little else. These assessments largely ignore students' varied learning styles or learning preferences. Thus, an inherent disconnect can develop between the manner in which the content is taught and the manner in which it is assessed. As a result, many of the "standardized" assessments we use may actually suffer from functional invalidity. On the other hand, when varied assessment options are presented, it becomes difficult, if not impossible to establish standards and norms upon which students are measured. For example, if one student creates a performance-based portfolio and another uses a traditional paper and pencil test to demonstrate growth or mastery, comparing the two becomes a somewhat daunting task.
Reflection #5
Given the realities of our modern age and the demands of our children’s future, is it really okay to allow teachers to choose whether or not they incorporate modern technologies into their instruction?
As we discussed yesterday, our digital natives interact with technology like we interact with the air we breathe. It's natural and necessary to their survival. The failure to address this crucial truth would be tantamount to a teacher in any decade prior to the 2000s teaching without texts, a blackboard or chalk. As educators, we have a moral obligation to ensure that the children in our care receive a world-class education and that they are ready to compete in a global economy when they graduate from high school or college. If we fail to incorporate technology into daily instruction we are depriving children of the opportunity to succeed now and in the future. Moreover, we live in an age characterized by great diversity with respect to learning styles, learning preferences, cultures, philosophies, natural abilities, etc. Using modern technologies will help to ensure that each child has equitable access to an increasingly demanding curriculum, regardless of such differences.
Reflection #6
Great class! Can't wait to share what I learned with my staff.
5, 4, 3, 2, 1...
5 New Technologies to Try1. Google Sites
2. Live Binders
3. Glogster
4. Wix!
5. Jing (Love it!!!)
Bonus: Voki (Can't wait to create avatars to replace me at faculty meetings! I'm sure my teachers will love it too!)
4 ideas to share with others (either that you've learned here or you've learned elsewhere)
1. Jing: I love the idea of being able to add text and voice notes to screen captures!
2. XtraNormal: While this was listed under secondary presentation tools, I think the older elementary kids are going to find this fascinating.
3. Have Fun Teaching: This site contains great resources that will help the I&RS committee develop strategies to help struggling students.
4.UDLexchange.cast.org: An excellent resource for teachers to acquire ready-made lesson plans that are aligned to the principles of UDL.
3 principles of Universal Design for Learning
1. Representation
2. Action and Expression
3. Engagement
2 changes in your teaching to reach all learners in the Digital Age
1. Use staff meetings as a forum to discuss practical applications of UDL and to encourage teachers to share ideas with the group
2. Use JING to create voice-over tutorials in lieu of meetings to convey essential information to teachers
1 BIG idea to implement on MondayShow Pay Attention Video to the staff when we return in September as a follow up to our discussion on "Willing to be Disturbed"
Net Genners are digital natives who have grown up using technology just as a digit immigrants grew up reading books. It's a part of their lives--they use it for just about everything. They create, they're curious, they require instant gratification, they learn best using a variety of methodologies, they need stimulation, they love to be challenged, and they collaborate. In short, technology is their birthright, and it's up to us to transform education to meet their needs and provide them with the foundation for becoming citizens of the global community in the 21st century.
4 people with whom I'd share this information:
1. Superintendent of Schools
2. President of the Board of Education
3. Administrative Colleagues
4. Whoever thought PARCC was a good idea.
1 person from my personal world to share with:
My wife; it's going to make for some great pillow talk ; )