ED 602 Reflective

Journal
Kelly Hilbert
 Building Student-Teacher Relationships
One of the most important parts of our job as teaching, is cultivating relationships with our
students that make them feel safe, welcomed, and valued. Students become more intrinsically
motivated, if they feel that they are a part of a community that wants them to succeed. In order
to build these relationships, I do a lot of different things. Each morning, my students and I have a
community circle, where we can share new and exciting things in our lives, and discuss important
topics. It is during these meetings that I get to really know my students outside of academics. I
also share my own story with them, and show them that there is so much we can relate on! I also
have Lunch Bunches every week with small groups of students, so I can get to know them even
more on a smaller setting. When students have a conflict to resolve, I hold restorative circles and
try to build a classroom of trust and security, where students can feel safe to be open and honest
about their feelings. I motivate my students through positivity and praise, so that they can feel
proud of themselves! I do small things to celebrate their successes, such as leaving small notes on
their desk, or doing Shout Outs. I also allow students to hang a new graded work that they are
proud of in their assigned spot, to showcase their work. Instead of trying to discipline, or bring
my students down, I remind them each and every day that they are achieving, and growing! We
talk a lot about growth mindset, and how it is okay if we can’t do something YET.
 1. Lifelong Learner: In order to be an effective learner
centered teacher, educators must be able to understand and

Learner Centered
show their students that they can also be the role of a
learner. I believe I possess this trait, because I am always
looking for Professional Learning experiences to participate
in. I also have many conversations with my students about my

Teachers
experiences as a grad student.

2. Self-Reflection: It is important to reflect on our

teaching practices, to know where we are, and how we can
grow. I believe I self-reflect through our IB Unit
reflections, and through conversations with co-workers.
Also, I reflect through my post observation conferences.

3. Facilitators: Teachers should create an environment of

autonomous, self-directed learning. Teachers create
opportunities for learning, rather than just tell students
information. I feel I am strengthening this through our IB
program, but still have room for improvement.

4. Multitasking: As a teacher, we have a lot on our plate.

Being able to multitask is important, and something I am
working on strengthening.
 Teacher Beliefs Survey
My score for Learner-Centered Beliefs
Scale My Score Rubric Score was higher than the supplied score. My
two other scores for Non-Learner
1: Learner Centered
Beliefs
3.6 3.2 Centered Beliefs, were both lower than
the supplied scores in the book. This
shows me that I have a high score when
2: Non-Learner
Centered Beliefs
1.8 2.3 it comes to Learner-Centered
principles, and that I am moving away
from Non-Learner-Centered beliefs. I
3: Non-Learner
Centered Beliefs
1.8 2.4 still have growth that can be made, but
about Learning and I am in a position where I am achieving
Teaching
some of those learner centered goals.
 Student Conversation
I had a conversation with one of my students who would be considered
to be one of those students labeled as “difficult.” However, I feel that he is
one of the students that I reach best, and have really found ways to connect
with. When I had a conversation with him about what motivates him in school,
or what helps him be successful, the top thing he wanted to talk about was
having a teacher who he knew was not going to yell at him when he was
unfocused, but rather remind him that he needs to focus in order to succeed.
This student is able to own up to the fact that he gets off track, and he
goofs off, however he has also thanked me countless times for giving him
chances in a way no one else has before. He told me that having someone
there to help him, instead of getting frustrated, makes him want to succeed. Image borrowed from:
He also explained that seeing how excited the teachers and our principal get http://worldartsme.com/teacher-to-student-talkin
g-clipart.html#gal_post_98524_teacher-to-student
when he achieves something, really makes him feel good, and makes him want -talking-clipart-1.jpg
to accomplish more. While the box on page 38 has more things listed, I feel
that this student embodied a lot of those ideas into his answer. He knows he
can trust me, and he knows we have a strong teacher-student relationship.
 “Difficult” Students
In most classrooms, there are those students that tend to challenge us the
most. By challenge, I mean that they may be a bit harder to connect with, or
motivate. Often times, these students become what are called “difficult” or
“impossible.” However, it is wrong for us to label these students in this way. I find
that the majority of the time, these students have lower expectations and feelings
about themselves, and their abilities, and may need more reassurance than some.
Students are more able to self motivate, if they feel their is someone cheering them
on, or if they feel their abilities are valued and noticed. They may act out because
something is harder for them, and that is something they can notice in themself, and
it frustrates them. With these students, I really try and build them up whenever
possible. I also scaffold when necessary, so that they can have a starting point that
feels comfortable, and they can build from that point. My students all know that I am
not worried about how fast they can do something, but how well they are able to Image borrowed from:
http://www.livelaughlovetolearn.co
understand it. I do not push due dates, I push understanding. I make sure my kids m/2017/02/3-simple-tips-to-manag
know that I am 100% available to them for support, and for guidance, but I am also e-difficult.html
not going to give them the answers. I am going to help guide them through their
learning, and challenge them to work through problems and not give up.
 Chapter 1-4: New Learning
I really enjoyed reading these chapters, and I feel
that it really reassured me of some of the practices
I utilize within my own classroom. Something new I
learned, was the idea of students as partners, or
knowing how students perceive my own teaching
practices. I had never really given much thought to
these ideas, however after reading about it, I can
see the importance and the necessity of them. I am Image borrowed from: http://www.albertolafarga.com/donde-quedaron-tus-recursos-personales/
comfortable with the fact that my students both
like and trust me, however do I really know what Going forward, I am going to start having
they think of my teaching practices? Am I doing all conversations with my students, about
that I can to reach all of their learning styles? I can their thoughts and feelings towards
reflect and honestly say that I have not had enough school. I really want to be able to
conversations with my students about this, and if understand their thoughts even more, so
how I am teaching them is really the best way for
that I can make sure my practices are
them to learn.
equitable and beneficial to each of them.
“Students are only asked to do useful work.”
This is the condition that I selected that I feel I could improve upon. As teachers,
we often let ourselves forget that learning is much more than what a student can put on
paper, or demonstrate through a test or assignment. It is true that assessment is
important for us to gather evidence of student learning and growth, however we need to
realize that our students need purpose in their learning, and they need to understand
how the concepts they are learning, can be helpful to them in their OWN lives and
futures. Part of being a global educator, involves flattening the walls of your classroom,
and providing experiences for students that will connect them with the outside world.
This will open their eyes to new cultures, experiences, and parts of the world. This will
give students more opportunities for authentic and meaningful learning experiences.
With my schools’ transition to the Baccalaureate Program, my team and I have started
creating curriculum that is more concept based, and more meaningful. I wish to continue
this process, and strengthen the learning experiences for my students, to make them
more purposeful for them. I want them to be so engaged and interested in what we are
learning, that they won’t want to stop! Through our IB Program, and what I have learned
about Global Educators, I will start applying these concepts into my teaching practices.
 Classroom Culture
In my classroom, we have a culture that is comfortable, safe, and fun. Each and every day, I
continue to build upon the relationships that I have with each of my students, and try to stay
engaged in their lives, as well as share my life with them. My students understand that I am
more than just their teacher, but an adult who has their best interest at heart, and cares about
the exciting things in their lives. We have a culture of hard work, and focused learning. While my
students are very, very chatty, I know that ultimately, they understand what is expected of
them, and they always accomplish their tasks. Our classroom climate is one where my students
understand the expectations, and know that I am helping to instill independence in them as
learners. My students are still learning how to best disagree with each other, however they all
understand that it is okay to voice different ideas and opinions through class discussions, and
that wrong answers can help us learn. We do not laugh or criticize wrong answers, however we
use them to help us grow! Through our IB program, we have a lot of inquiry based learning, which
fosters a lot of collaboration between the students. This is strengthening their abilities to
communicate and problem solve with each other. Our classroom climate is one where all students
are expected to participate and strengthen their own learning, while also caring about the
learning and ideas of others.
 Student Achievement
3 Low:
● Responsibility
● Choice
● Cooperation
My students have definitely been
improving upon these three factors, but
have room for growth. I think overall,
sometimes my students could show more
initiative in taking control of their
learning. Part of this, is related to the
fact that I need to give them more
choice! They also need to learn to
cooperate better with each other when
they are collaborating.
3 High:
● Connection
● Relevance
● Challenge
I think that building relationships in the
classroom is a strong point for my class.
I have a good relationship with all my
students, and I know they also have
positive relationships with past
teachers. What we learn each day, is
challenging but doable. I also try to
make their learning as relevant to them
as I can.
 Image borrowed from:
https://www.workitdaily.com/cover-letter-i
ntroduction-goals/

1. Choice: One of the biggest goals I have for my classroom, is providing more student choice. While I do
give students a lot of choice on how they can produce their knowledge, and where they work or who they
work with, I do not give them enough choice on the actual content they are learning. Part of IB, is
becoming more globally aware, so I have started allowing the kids to bring up meaningful topics of
interest. But letting go of some of that control, and getting away from a more content based curriculum
can be scary, especially when we were trained to teach the curriculum. However, giving students more
choice on how and what they learn, can create a much more engaging and meaningful classroom. This will
allow more of a partnership between my students and I.

2. Cooperation: While my students often collaborate, sometimes they do not know how to properly
collaborate when there are disagreements. Being able to compete and debate is a skill that students will
need in life, however doing so respectfully is the challenge. Sometimes my students forget that it is OK
to have differing opinions and ideas. It happens with adults, but adults work together to compromise and
figure out a solution that will work. Being able to model this better with my students is a goal of mine, so
that they can strengthen their abilities to collaborate on more open-ended and inquiry-based projects.
 Pearl Arrodondo’s Story
After viewing the video on Pearl’s story, I was so completely moved and humbled. I have been blessed with
the opportunity to attend Catholic, private schools, without ever questioning the integrity of my educators. I have
been fortunate enough to always have a support system in place, and know that my home was always going to be a
safe one. I have parents who grew up in Philly, and did not have the same opportunities that they have fought to
give me. I stayed in school, and did my best each and every day, because I wanted to do it for myself, and to make
my parents proud. I wanted to accomplish the highest achievements I could, because I was handed the
opportunity to do so from my parents. I grew up in an area that was not suffering from crime or poverty. I feel
humbled because, I have experienced nothing like what our kids experience today. Each and every kid has a story,
one that they may never even tell you. But knowing your kids, and knowing their situations, can help you become a
better educator, and supporter for them. I have had days where I have had my personal struggles, but I know
that when I walk into that school building, I have 10 year olds who count on me and depend on me. I think because
I had such an amazing educational experience in my past, I fight to provide the same for my students. While I did
not attend public school, I strive everyday to give these kids the schooling that they deserve. I have had family
emergencies, and days where I have wanted to quit, but education is my passion, and has been since I was 5 years
old. I am lucky enough to say that at just 5 years old, I fell in love with school. It is heartbreaking to know that
there are students who will never feel the same, unless we provide schooling that they can feel a passion for. Our
education system needs to be better, and do better, because our kids deserve it.
 Rita Pierson: Every Kid Needs a Champion
● LCP 9: Effects of Motivation on Effort → Rita described a class she once had, that was so
academically low, she worried about being able to help them achieve academic success, while also
helping them strengthen their self-esteem. I really loved how she said she from day 1, told the
class they were all selected to be together because they were the best, and needed to show the
world. She also had a saying for them to constantly say together, and to themselves, which
empowered them. The saying went like this: “I am somebody. I was somebody when I came. I’ll be a
better somebody when I leave. I am powerful and I am strong. I deserve the education that I get
here. I have things to do, people to impress, and places to go.” What better way to motivate kids,
then to empower them to motivate themselves?
● LCP 11: Social Influences on Learning → It was so heartwarming to hear Rita talk about her
mother’s funeral, and how there were so many former students there, because she had made a
“legacy of relationships” throughout her career. Every child needs a teacher in their life who will
be their champion, and have a connection with them that will make a lasting impact. It is the
connections we make with students, that will motivate them to want to do better, to be better.
 Understanding by
Design

Image borrowed from:

https://www.pinterest.com/pin/52565520630008872/
 Planning Assessment Ahead
As educators, it is our duty to observe and ensure that learning is occuring. If we
do not take the time to do check-ins with our students, then how can we be sure
they are understanding what we want them to understand? Assessing throughout a
unit is crucial, so that we can make sure the concepts and needs required for an end
of unit task are being met. It is even more important that we have an end goal for
our students before we begin a unit. Why are we teaching these concepts? Why
would our students think they are meaningful, unless we gave them purpose? If you
do not plan your ultimate goal for your students first, then you cannot plan a unit
that has meaning and purpose. If you wait until the end of the unit, you may set
your students up for failure if you plan something that they are not prepared for.
Knowing where you need them to be makes planning a unit remarkably easier.

Image borrowed from:

http://abahrd.com/2017/09/02/assessm
ent-2/
 Alignment of the Backwards Design
This process is so important for student understanding. It is crucial
that we have an end goal in mind, so we have something to strive for.
Students are going to be more motivated, if they have purpose in their
learning. They want to see that their learning is applicable to their
lives, and is meaningful to them. We should be utilizing this backwards
design, because it allows us to make more connections, and think
critically. It allows us to put all of our knowledge together and achieve
more. We want to ensure that our curriculum aligns with the learning
goal that we have for our students, and that we are setting them up
for success. Our job is not to give them meaningless busy work.
 Ubd → LCPs
The Backwards Design Process is all about having the end goal in mind, before
you pave the path. Before we can plan a unit, we need to understand what we
want to students to be able to do, and keep that end goal in our minds so that
we can plan learning experiences to can help them achieve that goal. This is
closely related to Domain 1: Cognitive and Metacognitive Factors, especially
LCPs 1, 2, and 3. These first three relate to learning being a natural process
that is goal directed, engaging, and focused on making connections between
prior and future knowledge. We want to give our students the tools they need
to succeed. We want them to gain to perseverance, confidence, and
independence to take these tools, and produce something great. We don’t just
want them to simply memorize facts, but rather understand broader concepts.
 Curriculum as a Barrier
I agree with the idea that the curriculum we are given to teach to our students,
can create barriers, and disable the learning of our students. As teachers, we are
always “reinventing the wheel,” as most people call it. This is mostly due to the fact
that we just simply do not want to do exactly what the curriculum tells us to do! Most
of the lessons are catered to grade-level achievement and let’s face it - most classes
these days have a small portion of children who are AT grade level. We have our
high flyers, our middle ground, and then our students who need some extra support.
The curriculum acts more of a guideline than the rule. There are often lessons that
get skipped, due to the fact that they just do not fit in with the needs or interests of
the class. Often what happens, is we may frustrate our struggling students, and our
gifted students may be bored due to lack of challenge. We need to make sure that
our teaching is fitting our students, not that our students are fitting our teaching.
Our school has recently adapted the IB Program in our school, which gives us
much more flexibility with the curriculum. We do not have to follow it according to the
exact plan of our county, but rather can adapt it, and take the pieces that we feel fit
into the IB Themes. We no longer follow the ELA curriculum, but rather teach the
standards through the Science and Social Studies curriculum, which has also been
edited to meet our needs. We also make our learning experiences much more inquiry
and discovery based. Students always have an endless amount of questions, and
why should we tell them their questions don’t matter? They should be explored, and
followed, and IB gives us the opportunity to do this. The old way of doing things,
gives us a strict schedule to follow, and this can “quench the fire” as the reading said.
 Master of connection
I believe that the skill I have mastered most in my first 3 years of teaching, is
the skill of connection. I mean the word connection, in two different ways.
The first being connections between myself and my students, that
relationship building that is so crucial to the classroom environment and
their intrinsic motivation. I feel that my students view me as a teacher who
is their friend, their ally, someone who is on their side. They know I am
interested in their lives in AND out of school, and I want to know about
what excites them. My students come to me when they are upset and may
need advice, and they also come to me when they are feeling worried about
their abilities. They also come to me just to share silly , fun things! They do
this because they know I really listen and care. I also mean connection,
through the curriculum. Being an IB school has allowed us a lot of freedom
to connect through transdisciplinary learning. We connect science to social Image borrowed from:
studies, and incorporate our reading skills throughout. We connect with https://www.mindful.org/connection-practice-
remedy-feelings-isolation/
prior knowledge, and current events. We connect anyway we can!
 Growth Mindset
To me, growth mindset is important because it allows me to
make mistakes, and take risks. I can apply this to both the
classroom, and my personal life. Understanding that mistakes
are a part of life, and help us learn, can help any individual gain
more confidence in themself. Mistakes should not been seen as
shameful, or make you feel less about yourself or your ability,
but should be seen as a learning opportunity. In the classroom,
there are times I will teach a math problem in correctly, if I
tried to teach it in a new way. I often correct myself in front of
my students, and make light of it, so they can see that we make
mistakes too! How can we help our students to have a positive
growth mindset, if we do not show that we have one ourselves?
My class has watched videos that emphasize the word “yet”
and how just because we do not know something yet, does not Image borrowed from:
mean that we won’t in the future. https://www.stitcher.com/podcast/samuel-harris
/the-growth-mindset-podcast
 Teachers as learners
With advancing technology, and the introduction of new teaching practices and
tools, teachers need to stay on their toes and keep up with this ever changing
education world. This requires us to be flexible, lifelong learners. While there are
PDs that are mandatory, teachers need to take responsibility for their own learning
experiences. Being an expert learner, means that you are open to new learning
experiences, and taking risks. Our classroom dynamics are different each and every
year, and we need to be able use teaching practices and strategies that best fit the
needs of these students. We also need our students to recognize that learning is a
continuous, lifelong process, and it does not have to be something that feels boring
or forced. Learning should be viewed as a gift, or a treasure, rather than something
that students dread. If we can show them that we are also growing and learning
everyday, then we can model that process of lifelong learning for them.
This concept of the Myth of Average, goes directly hand-in-hand with Learner

Myth of
Centered practices. A quote that stood out to me the most during this video
was, “if you design something that’s fit for the average person, wouldn’t it fit
most people?” A second quote that stood out was, “if you design for average,

Average
you’ve literally designed for nobody.” There are no two human beings that are
alike, on any dimension. We all have our distinct and subtle differences, and
this applies to size, as well as abilities and learning processes. To create a
curriculum that fits an “average student” means that a student would be
average on every dimension. We as teachers, no that there is not an average
student, because they all possess their own unique strengths and weaknesses.
While a student might struggle with his reading abilities, this does not mean he
is not able to comprehend. We cannot make assumptions about the abilities of
students, but rather need to get to know them fully. It is then that we can
differentiate instruction and materials, so that we are meeting the needs of
EACH student, not this supposed average student. If we taught the curriculum
exactly as provided, we probably would not meet the needs of any students!
Students can thrive, if they are given the tools in order to do so. If we set
them up for success, rather than failure, than they will expand their talents,
and reach the potentials that they were made to reach.
1.
The brain activity in each
brain of a student with a fixed
mindset and a growth mindset
are immensely different. The
fixed mindset showed almost
no brain activity, while the
growth mindset showed
activity that was on fire. This
is because a student with a
fixed mindset believes their
“intelligence is up for
judgement,” so they will run
from what they fear. A
student with a growth mindset
however, will tackle a
challenge head on, and engage
with it deeply, because they
view a challenge as an
opportunity to develop their
abilities.
2. The Power of Believing
We as teachers need to praise
more wisely, for we are
praising students on
intelligence, which makes them
You Can Improve
fear having their intelligence
questioned, or lowers their
engagement. We need to
praise the process they go
through in order to meet their
end goal, and praise them on
their effort, strategy, focus,
and perseverance. This allows
us to show them that we are
looking to see them engaged
fully, and learning from
mistakes, rather than looking
for perfection on the first
try. We need them to know
the power of yet, not now.
IMage retrieved from: TeachersPayTeachers
 Traditional Curriculum: Recognition Network
The recognition network focuses primarily on the “what” of learning, which generally refers to the
content, and being able to recognize patterns, and identify information and objects. This network
does not usually require any higher level or critical thinking, but rather the ability to answer more
routine questions, using the senses This network does not focus on the “why” or “how” we learn.

Image retrieved from:

http://www.ruthbomar.com/recognition-networks/
An example of this network is identifying patterns in mathematics, in order to multiply. Students
are able to recognize that 2 x 2 = 4, based on skip counting and other patterns that they have
learned. They are often drilled on multiplication patterns, so that they become more routine.
 The Affective Network
The Affective network revolves around the “why” of learning, or the purpose
behind our learning. This is the network that we can attribute to intrinsic
motivation in our students, because without this network, learning cannot
happen at its best. This network is responsible for the emotional processing,
and the feelings and attitudes in our students. Giving personal significance to
a task for a student, can ultimately increase their engagement, and boost
their performance. If you feel a personal or real-life connection with an
academic experience, you are more likely to be interested in that experience.
This can also affect a students’ pride and attitude towards their work.
 The recognition Network
The Recognition network revolves around the “what” of learning, and
making sense of information and patterns through our senses. This
network allows us to decode our sights, smells, tastes, sounds,
feelings, and acquire knowledge through these sensory processes. How
students perceive and comprehend can have great variability, and we
need to make sure we are providing options that can account for all of
these differences.
 The Strategic Network
The Strategic network revolves around the “how” of learning, and the
processes we utilize in order to achieve learning. This network allows
students to express what they know, in a variety of different ways. It
is how students organize their thoughts and ideas, then take actions
to construct and compose those ideas into their work.
 Systematic Learner Variability
It is important for educators to know about the systematic learner variability,
because we need to keep in mind that there is no “average” student. It is
essential that we are catering our teaching practices, to fit the various needs
and learning styles of our students. We need to pay attention to how we
present information, and the materials and resources we give to our students to
engage with, because they are all going to process things differently. In order
to give the most individualized educational experience that we can, we need to
take into account the variability of our learners.

Image borrowed from:

https://betapage.co/startup/
microlearn
 Multiple Means of Engagement
PRovide options for REcruiting interest
Optimize individual choice and autonomy
To meet this checkpoint, I will provide students
with choice in many different aspects. Students will
learn their math using different strategies,
however will be able to choose which strategy they
feel works best for them. Students will also get a
choice on their learning path during small group
rotations in math, based on their self-reflection
from the whole group lesson. Students who feel
that they are a 3 or a 4, may choose to go onto
their independent practice first, whereas students
who feel they are a 1 or a 2, may decide to meet
with me first for some extra support and practice.
My students have practiced with this all year, so
they are pretty good about making a choice that Image borrowed from:
works best for them and their needs. http://teachingenglishlanguagearts.com/blooms-taxonomy-wheel
-for-student-choice/
 Multiple Means of representation
PRovide options for comprehension
Activate or supply background knowledge
To meet this checkpoint, I will utilize either a KWL
chart or a KLEWS chart throughout our learning
experiences. It is important for students to be
able to connect past learning, with current learning,
so they can build off of ideas. The K portion on
both of these charts, allows for students to
express something they already know about the
topic, and allows us to discuss prior knowledge.
This is a great opportunity to address any
misconceptions, or build off of what the students
already know. It is also an opportunity for them to
feel pride in their knowledge. The W part allows
students to give a wonder, or a question, that may
be addressed throughout the lesson. Activating Image borrowed from:
prior knowledge is a huge part of the learning http://www.startuptimes.in/2014/03/what-do-you-do-when-faced-
process. with-topic.html
 Multiple Means of action and expression
PRovide options for expression and communication
Use multiple tools for construction and composition

To meet this checkpoint, I can do a couple

of different things. In math, I can utilize
the base 10 blocks or fraction bars, to help
my students learn the material more visually.
I can also meet this checkpoint by allowing
my students to use different online tools to
support their learning. Students can use
different web applications to express their
learning, such as powerpoint, or wixie, or
storyboard to create their work. They can
also simply do it by hand. There are many
great strategies to meet this checkpoint.
Image borrowed from: https://anna7nguyen.wordpress.com/

Characteristics of Effective Goals:
● separate the means from the
ends
● consider all 3 learning networks
● challenge all learners
● actively involve all learners
My Goal
In an upcoming lesson, I believe
that I want to focus on making
sure that focus on considering
all 3 of the learning networks. I
also want to focus on making
sure I am challenging all of my
learners. It is so hard to get
caught up in the “myth of
average” so to speak, and just
teach to the middle crowd. We
need to make sure we are
challenging each and every
learner, which requires
planning.
 UDL-Friendly Assessment
In one of my undergraduate history classes in
college, we had no grades other than 3 huge
tests, one of which was the final. This class was
designed by lecture, and then memorization. We
would sit and listen to our teacher give us an
hours worth of history, while frantically copying
down notes (on paper, because she did not allow
computers). Then, we would be given a list of
about 30 terms that we would need to know in
great detail. The test would provide us with 3 of
the terms off of the extensive list, and we
would be required to write an essay on that
term. This essay needed to include everything
and anything we discussed or learn about the
term in class. These tests were extremely
stressful, and based off of pure memorization,
and did not give any student choice.
This assessment could be much better designed
by utilizing the UDL Guidelines. We could have
been given these 30 terms, and have been asked
to pick 4 or 5 terms that we would like to
present on. We then could have been given a
choice on how we want to present them, for
example an essay, a powerpoint, or some other
form of representation. We also could have
more time, than the hour we were given.
Image borrowed
from:
http://learnerce
nteredcurriculu
m.weebly.com/
 "From Bach to Lady Gaga"
**** Liked it
I enjoyed the messages that were given
during this presentation, and I really liked
how it was linked to music. Growing up, I
have always had a passion for music
through playing the piano, and performing
in theatre. Understanding the UDL through
music was something I could relate to. I
especially liked the part where they
related the UDL to Glee. The performance
made sense, and students were able to
give their own unique touches onto the
song, to express something about Image borrowed from:
http://www.classicfm.com/discover-music/humour/fugue-lady-gaga/
themself.
 Chapter 7
1. If a student is really
shy, and that is the
reason the student does
not participate, there
are ways to help this
student break out of
their shell. For example,
you can give them a
special job, and give
them some one-on-one
attention.
2. The more you conference
with students to give
feedback, the more they will
develop their skills in
self-assessment and
reflection. They will be able
to articulate more academic
goals for themselves.
Conferencing with students
is an important element to
their educational futures.
 I believe UDL will . . .
I believe that the Universal Design for Learning process will really
allow me to become an expert teacher. It will allow me to create
learning experiences that are much more meaningful and engaging
for my students, while also challenging them. It will allow me to
consider the variability of all of my students, and take their
differences into account when planning. The UDL process will also
allow me to know my students better, because I will be able to
focus on the 3 brain networks, and pay attention to what sorts of
things really help my kids engage deeply.

Image borrowed from:

https://countercurrents.org/2017/03/19/50-reasons
-for-free-university-education-as-we-bequeath-the-y
oung-a-dying-planet/
 UDL is included in Common Core Standards in . . .
“While the standards set grade-specific goals,
they do not define how the standards should
be taught or which materials should be used
to support students. States and districts
recognize that there will need to be a range
of supports in place to ensure that all
students, including those with special needs
and English language learners, can master
the standards. It is up to the states to define
the full range of supports appropriate for
these students.”
This quote to the left, comes directly
from the Common Core Website. I
believe that this quote is the perfect
connection to the UDL Framework,
because it states that these standards
are not to be taught one specific way.
They understand and know that all
students will learn in different and
various ways, with different levels of
support and materials. These
standards show the content that
students should know, not HOW they
should learn it.
 One concern I have about implementing UDL is . . . . .
Finding the time to do it! While the
UDL seems great in theory, I barely
have the time to actually write out my
lesson plans. We have a daily planner
that gives an overview of what we will
teach each day, however they are not
completely written out. The UDL seems
perfect for planning lessons to meet
the needs of all students, but I feel
that it would require a lot of time, in
which I do not have.
Image borrowed from:
http://www.precept.uk.com/sales-problems/not-enough-time/
 The most significant learning I have had about UDL is . . .
The most significant learning I have had, is the 3 brain networks.
These three brain networks are Affective, Recognition, and
Strategic. It was very eye opening to see how much learning can be
affected, whether or not all 3 of these networks are being activated.
Learning happens at its best, when students are activating all 3
networks, and helps learners become expert learners.

Image borrowed from:

http://www.udlcenter.or
g/aboutudl/take_a_tour
_udlwed from:
 Implementation of LCPs, UDL, and UBD
➢ Focus on making sure I an incorporating strategies to activate all 3 of the brain networks, so
that my students are experiencing the most engaging, and meaningful learning.
➢ Encourage more self-assessment and reflection: At this point, I incorporate this, but not as
much as I could be. Students rank themselves after math lessons, on a 4 point scale. However,
I feel that students need much more self reflecting in their work.
➢ Student choice: While I give students choice now on how they would like to present
information, I would like to provide much more student choice in other facets of their learning.
For example, the content that they learn.
➢ Focusing on individual differences: While I differentiate the learning for my students, I feel
that I need to go further. Students do not just fall under high, middle, and low groupings. They
also differ in HOW they process information. This is where I need to improve.

Image borrowed
from:
http://www.thepsych
ologistindia.com/se
lf-growth.aspx
Thank you for engaging in my
reflective journal!
Any questions?
khilbert2@bcps.org