Assignment for Graduate Class

1. Customizing Student Learning
Activities and Diversity and Cultural
Understanding
by
John Bullington

2. Using Data Can Help you..........................
see the problem!
• set and revise goals for student learning
• monitor the effectiveness of learning activities
• who is not meeting goals?
• what do they have in common?
• revise instructional strategies
• can I modify the learning strategies to address the issue?

3. Understanding the Problem
• Universal Design for Learning
• Neural Networks that influence learning
• Recognition Networks: process "the what" should be learned
• Strategic Networks: operate on "how"things can be learned
• Affective Networks: process "the why" of learning

4. Working Towards a Solution!
• Universal Design in the Classroom
• Setting Goals should
• recognize "what" should be learned
• provide multiple opportunities for "how"it can be learned
• emphasize "why"the learning is important
• Individualized Learning
• Differentiation utilizing various digital media

5. Leveling the Playing Field
• Why should I learn about Assistive Technology
• Over 75% of students with disabilities spent the majority of their school
day in general education classrooms. (Boyer & Mainzer, 2003)
• Truly effective special education requires both a general education
teacher and a special education teacher trained to do two different
things, not merely to work together with a common purpose," (Hallahan,
2012, p. 38)

6. Leveling the Playing Field
• Assistive Technology
• Low Tech
• spell check, enlarging print on screen, calculators, timers
• Mid Tech
• scanning reading pens, TDD's, captioning, hyper inked multimedia
• High Tech
• eye tracking technology, speech synthesizers, text to speech software

7. Culturally Responsive Teachers
• are socially conscious
• view students' diverse backgrounds as assets rather than liabilities
• feel personally responsible for helping schools be more responsive to all
• understand how learners construct knowledge
• know about the lives of their students
• design instruction that builds upon students' prior knowledge and
experiences and stretches them beyond the familiar

8. Learner-Centered Strategies
• Supporting the social needs of Students
• Teacher Modeling
• Questioning
• Quality Responding
• Peer Interactions
• Group Inquiry Skills
• Reflective Journals

9. Learner-Centered Strategies
• Supporting the Cognitive Needs of Students
• Help students focus on learning goals
• "make thinking visible"
• "rules of thumb"
• Supporting the Metacognitive Needs of Students
• Make a connection between the Learning goals and the process
• Goal Charts
• Reflective Digital Journals

10. Equitable Access
• Access to Up-to-Date Hardware, Software, and Connectivity
• At School
• At Home
• Access to Meaningful, High-Quality, and Culturally Responsive Content
• Recognizing Biases
• Access to Tech-Knowledgeable Teachers

11. Cultural Understanding and Global Awareness
• Understand your Culture and the culture of others
• What is Culture?
• Working with students to develop cultural understanding
• Respecting Cultural Diversity in the Classroom
• Respecting culture is a two way street

12. References
• Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. "Chapter 6, 11".
Technology Integration for Meaningful Classroom Use: A Standards-Based Approach.
Belmont Ca: Wadsworth, 2010. N. pag. Print.
• Hallahan, Daniel, James M. Kauffman, and Paige C. Pullen. "Page 38"
Exceptional Learners: An Introduction to Special Education. New York City, NY:
Pearson Education, 2012