Please follow the embedded google document below to see my UbD Project for the Learning Resource Class to build students Self-Awareness and Self-Advocacy Skills as they transition to the following grade.
- I chose this topic because unlike many teachers, who have a set curriculum and standard to asses, I find my passions lie within my three pull out courses for the Learning Resource Classes. Classes that, in my opinion, are not a glorified study hall (where there are a time and place for those classes as well) but a class for students to become more self-aware and begin to take control over their education by growing in advocacy skills. As a special educator, I feel my number one job is to advocate for these students, but by the end of each school year, hopefully have taught and empowered each of the students on my caseload to become better advocates for themselves.
- I revamped a previously created learning experience by changing it from a PowerPoint/google slides presentation to a video. All the components have remained the same, but the final project to submit is different. I thought about adding choice to this piece but want to try one year with this new video component to see the difference in final products. I also feel short videos will be more memorable for the audience.
- This learning experience was different from other learning experiences I have designed, as I created this one without the help of other co-teachers and utilized the official UbD template.
- This learning experience relates to things I learned in Course 1, by adding the video technology component and the accessibility of the technology that I have gotten more used to trying during this course.
- Selecting the ISTE standards and creating my own goals for this course has influenced me the most. It is reflected within my learning experience as the entire unit plan is all about students reflecting on their own identities and creating goals and support plans.
- I hope that my students have a successful transition to the following year (high school) and hope that their new teachers are able to know each of them to be able to provide proper accommodations and encourage the advocacy skills right from the start of the new school year. With students complete this learning experience I hope that they each are confident in themselves as learners, can focus on their strengths, and be proud of the things that make them unique individuals. I especially hope that they view their contributions to the learning environment positively and are able to meet their individualized goals.
- We are only partially through this unit and with moving to distance learning it will probably still continue to evolve. With moving to distance learning, I have learned to not wait until 2nd Semester to start much of this project but continue to do pieces of it throughout the year.
Share passion projects & let students speak freely about their own passions as much as possible
…like in this project, kicking it off with the focus of their big dreams and what interests them. Get other teachers to know your students by what they love doing outside of the classroom to be able to bring their passions INTO the classroom.
Authentic Audiences bring purpose to learning
….whether its the following year’s teachers or the next year’s students giving your current students an authentic audience will provide that motivation for a successful learning experience. Continue to explore widening that audience beyond the school community and how to reach more global viewers and listeners.
Remote Reflections for Distance Learning
… I found that starting my classes off every day with a short (under 5-10 minutes) flipgrid video allows for me to be fully present in my student’s mind and accessible with the office hours posted. Since we are “asynchronous” I felt it’s important to still establish the 1:1 communication with the students in SEN as well as provide a platform for them to still get to interact with one another and get social time with their peers especially during a time of many self-isolating and family quarantine going on. Flipgrid responses at the end of each day/week has allowed my students the ability to check in with a structured reflection question guide as well as comment on the progress others are making during their time of many individualized works. Edpuzzle has also been great for the mid-video check ins and google survey for quick check-in responses.
What tools have you found for distance learning…most beneficial for SEN students*?
*I firmly believe in person-first language, “students in SEN” but in this case, it fits the visual text box better. Apologies.