REFLECTIVE

JOURNAL
RONI RAMOS
ET641

Chapters 1 and 2
Universal Design for Learning:
Theory and Practice

Describe your own experience with Universal Design for

Learning (UDL). What is the scope of your prior knowledge and
current use of it?
My experience and knowledge with UDL (universal Design for Learning) is
limited. Prior to the first day of class I have heard of it as it is currently part of
the PGCPS math curriculum, however Ive never been trained on how to
implement the leading principles, guidelines, and/or check points. UDL as I
best understood it was a way to implement best practices via differentiation.

Write your personal learning objective for this course. What do

you want to get out of this course about UDL? How will you
know when your objective has been met?
My personal learning objective for this class is to learn how UDL can improve
my teaching skills to aid in student achievement. What I would like to get out
of the class is strategies, ideas, and resources that align with the guidelines
and principles of UDL that I can immediately implement in my classroom,

Image From Learnist

A big idea addressed in Chapter 1 is the premise that often the curriculum is
disabled (and disabling!). The curriculum is not flexible; the curriculum often
poses barriers, and consequently the curriculum prevents rather than supports
optimal learning experiences. Do you agree or disagree with this view? Why or
why not? Provide a few reasons/ideas to support your opinion.
I agree with the idea that often the curriculum, Common Core is disabling. There is little room for
flexibility, the curriculum is a one size fits all approach meant for the average student.
Unfortunately the students in public school classrooms are far from average, each student contains
their very own gift and learning style. With such diverse classrooms, I dont understand why the
curriculum offers little to no diversity. In chapter 1 the authors gave a great example of the
inflexibility standards and goals offers.
Testing demands pose major barriers as state testing is aligned with the rigid curriculum. As stated
at the end of chapter 1, testing and other demands arent mindful that expert learning is a process
not a fixed goal.

Does the Curriculum address

The Whole Child

In Chapter 2, Feliks is identified as an expert at speed cubing. In what domain or area have
you achieved mastery? Describe the process of developing your expertise.

In my professional career I dont consider myself an expert nor have I

achieved mastery in any domain. Although like Felikis, Ive been self motivated
to learn new task, I havent been able to form the communities necessary to
achieve on a mastery level. The teaching profession is constantly changing
unlike the Rubik's Cube which makes it hard to become an expert at anything.
Personally I consider myself an expert mom. Its the one area of my life that
Im alway motivated and challenged to do better. Like Feliks, Im my worst
critic and will continue to learn from others to be the best mom possible. As a
mom Im forced to use many different strategies to aid in the development of
my children

All 4 of the expert learners profiled in Ch. 2 describe struggles with school work and the
traditional curriculum. Yet, they all personify a growth mindset. What does growth mindset
mean to you professionally?

According to Carol Dweck having a growth mindset, is seeing that can

develop their qualities and their smarts through effort and dedication.
Professionally I see a growth mindset as the willingness and drive to do
better. Smarts, education, and training wont aid in professional growth if
effort and dedication for students and student achievement isnt present. I
see a growth mindset as the ability to achieve through hard work and
dedication unlike a fixed mindset which is through intelligence or natural
talent.

Explain in your own words the myth of average as it relates to our current educational system
or your classroom OR identify why grit is so important and how it relates to a growth mindset.

Grit is important and relates directly to a growth mindset. Grit is the belief
that passion and perseverance is the key to long -term goal achievement. Grit
has a similar to growth mindset in that intelligence and talent have no impact
on how an adult and/or child's ability to achieve. Grit is that belief that all
children and adults have the ability to achieve long-term goals.

Image From Choice Schools

Chapter 3
Universal Design for Learning:
Theory and Practice

While there are thousands of specialized networks for different functions, UDL is
based on the fact that learning happens across 3 networks in the brain: recognition
networks, strategic networks, and affective networks. Traditional curriculum focuses
primarily on which of these networks? Provide an example of how you know this.

Traditional curriculum focuses on the recognition network. It was all about

what you know, drilling information, a perfect example is math facts, and/or
standard algorithms. As the curriculum has changed to the Common Core I
see the mesh of recognition and strategic networks. The new curriculum still
focus on the what but gives room for the why.

Write a few sentences defining and describing the affective network.

Affective networks monitor the internal and external environment to set

priorities, to motivate,and to engage learning and behavior. The affective
network relates to engagement and interest of the person., it focus on the
feeling, values, and emotions that can influence a learner. This is the part of
the brain that drives our actions and set priorities. The affective network is
located at the center of the brain as seems appropriate, as the affective
network has a direct impact on how students learn.

Write a few sentences defining and describing the recognition network.

Recognition networks that sense and perceive information in the environment

and transform it into usable knowledge. The Recognition network is located in
the back of the brain. The recognition network key functions are how we learn
and remember information.

Write a few sentences defining and describing the strategic network.

The strategic networks plans, organizes, and initiates purposeful actions in

the environment. This part of the brain is located in the front of the brain. This
part of the brain is responsible for strategic goal directed learning. This
network is which a growth mindset is built.

How are you going to distinguish among these 3 brain networks? That is to say,
when you come to the next class, how will you have come to understand and
committed to memory these 3 networks and their differences?

I will remember the 3 networks by:

Affective: The center (most important), why we do what we do, what
motivates us
Recognition: The back of the brain, the what we learn, information
Strategic: The front of the brain, the how, different forms of representation

Image From YOIULU

Why is the development of a growth mindset so important?

The development of a growth mindset is important because it opens the door

to UDL. The idea that all students can achieve if they want too. As an educator
it is important to determine what motivates students as well as determining
students strengths and weaknesses.

How will you provide the kind of feedback that will lead to the development of a growth
mindset as opposed to the forms of praise that reinforce a fixed one?

Fixed mind set is the belief that one's intelligence and talent is fixed, one is
born with it, you either have it or you dont have it. A growth mindset is the
belief that intelligence and talent can be developed through hard work,
perseverance, and determination.
The type of feedback that will lead in a growth mindset is positive
reinforcement. Praising mistakes as opposed to discouraging mistakes.
Setting an example that trying a challenging task is enough not necessarily the
success of the task. The feedback would be reflective, learning from mistakes.
Lastly, students need to see the teacher as expert learners, always trying to
improve.

Image From: Collegratecall

Chapters 4 and 5
Universal Design for Learning:
Theory and Practice

Traditional Approach: Students read the textbook chapter to discover major events in
the history of NASA.
UDL Approach: Students watch a Youtube video showing clips of the major events in the
history of NASA. As an assessment students would work collaboratively and present one of
the major events that was shown on the video. Students would be given choice as to the
format they would like to use to present this information.

Traditional Approach: Students use colored pencils to color a map of their assigned state
while in class.
UDL Approach: Students partake in a telecollaborative project with peers from their
assigned state. Each day students will watch a short multimedia clip about a different aspect
of their assigned state, example: food, landmarks, etc.. After watching the short video clip
students will be given the opportunity to email/video chat with another student from their
assigned state. Students will be able to ask questions related to what they have just learned
about. This while give students a first hand perspective, as well as give students the
opportunity to learn from one another. Students will use PenPalSchools to communicate
with other students.

Traditional Approach: Groups give oral presentations to the class about their findings
from research on an assigned mammal.
UDL Approach: Groups will use Piktochat to create a graphic display about a mammal of
their choice. As a follow up project students will use their knowledge to mammals to create
a fictional mammal, with all characteristics that they have learned about.

Traditional Approach: Students create a Venn diagram comparing and contrasting the 2
main characters from the assigned reading.
UDL Approach: Students will use Google Drawing to complete the a T-chart and/or venn
diagram. Students will be able to match words and/or pictures that best describe similar
and different characteristics

Describe the purpose of the TPACK framework. How does it compare to SAMR or other
technology integration models that you know?

TPACK( Technology Pedagogical Content Knowledge) is

a framework that best describes the type of knowledge
a teacher needs in order to effective in the
technological era. The major purpose is to provide a
framework for technology integration in the
curriculum.
AS SAMR and TPACK are both used a technology
integration, TPACK focus more on the pedagogy
(teaching practice) as opposed to the actual
technology.

Image From: Flickr

What did you learn during this online week (that has been rich with content) that you can
apply easily into your own classroom? Provide the viewer with an explanation and a
properly cited (or homemade) image or link if appropriate. Perhaps it is something from
our online text, something related to TPACK, or a resource or tool you discovered while
completing your discussion board post.

This week I learned of another technology framework/model aside from SAMR

that would help integrate technology effectively into the classroom. TPACK
lens itself to all the different aspects of teaching, pedagogy, content, and
technology. TPACK does a great job modeling how to move teacher and
students from substitution to redefinition.

Chapter 6
Universal Design for Learning:
Theory and Practice

In Chapter 6 you learned that from a UDL perspective, effective goals are goals that:
Separate the means from the ends
Consider all three learning networks
Challenge all learners
Actively involve learners
Making sure it meets these requirements, share a goal for an upcoming lesson that you plan to teach.

Old Goal: Students will create a mathematical word problem using key
vocabulary of the one of the 4 mathematical operations.
New Goal: Students will use a choice of materials to act out a mathematical
problem.

Why do you think the UDL model favors formative assessment?

UDL favors formative assessment because it gives immediate feedback to
both the student and teacher. Formative assessment gives the teacher the
opportunity to reflect on each lesson. Formative assessments all teachers to
adjustment lesson using the 3 UDL principles to better meet the needs of the
diverse students in their classrooms.

Image From: Google

Provide an example of a poorly designed assessment from your college (or earlier schooling) experience.
Describe it and then provide a description of an alternative UDL-friendly assessment that takes into account
the flexibility needed for the most accurate and informative assessments as described in Chapter 6.

Poorly designed Assessment: As I am a math teacher, I am going to reflect on

many poor math assessments that I have taken.I remember in high school the
end of each mathematical unit there was always a big unit assessment, which
was always broken up into 2 parts, A & B. Part A always consist of
mathematical vocabulary; the directions were simple match the correct term
to the definition. This part of the assessment required no application of a skill,
it was rote memorization.
Alternative Assessment:
Students could match vocabulary terms to picture/models/diagrams.

In Chapter 6 you also learned effective materials are those that:

Align to goals
Engage learners in becoming pro-active
Share at least 3 examples of effective materials you could use to teach an upcoming lesson. Consider the
principles and checkpoints of the UDL framework.

Example 1
Students will use place value to add multi-digit numbers up to the hundreds
place

Material #1
To engage students in learning (principle 1) teacher could show a quick multimedia clip of a real life situation of when addition would be necessary.

Material #2
Students would use place value block to gain a clear understanding of the
one, ten, and hundreds place

Material #3
Students will choose from a menu which project they want to complete in
order to get real-world application of the taught skill.

Chapter 7
Universal Design for Learning:
Theory and Practice

Select one of the individuals profiled in Chapter 7 and elaborate on either something you learned from
reading about their process of implementing UDL or something new or thought provoking that they shared.

I choose Elfreda Blue, a professor at Hofstra University who shared how she
implemented Voice Thread as a part of daily reflection in her Graduate class.
Her profile was thought provoking to me as it showed how UDL could be
implemented in higher education. The story that she shared about the
student who feared class presentation sounds so familiar, Voice Thread was a
fantastic technology tool to meet the needs of the diverse learners in any
classroom setting.

Image From: Google Images

UDL On-the-fly
MIndy Johnson, a instructional designer at CAST, host overnight science
programs. As she is unaware of the variabilities of her diverse learners she attimes is forced to practice what she refers to as UDL on-the fly. She focused
on being flexible and really getting to know her learners.

Image From: Nsta.org

In From Bach to Lady Gaga, how does Dr. Roses musical metaphor explain or demonstrate the principles
of UDL?

Dr. Rose uses music as a metaphor to explain learner variability and universal
development. He focused on variability, giving a fantastic example of himself
and his wife Recognition network focusing on pitch, timbre, loudness, etc.
Strategic network is how we learn how to make music and attend to it.
Affective network engages us, push and pull everything else; how music
makes us feel.

Image From: Google Images

Using the star rating system provided below, indicate a star rating for Dr. Roses presentation From Bach to
Lady Gaga and provide justification for your rating.

Its okay!!

I rated Dr. Roses presentation 3 out of 5

stars. I found the prestation hard to follow
especially in the beginning. It took me a long
time to make the connection between music
and UDL. As a person who doesnt know
much about music I found myself unengage.
Having said that, the prestation picked up
toward the end and was well put together.

Closing Set
Universal Design for Learning:
Theory and Practice

After watching the webinar, elaborate on one of the

myths about UDL and explain why it is a misconception.
One of the biggest misconceptions that the webinar
addressed is that technology in the form of computers are
not necessary for students to learn. Although students do
need tools and resources, technology is only one form,
consider pencils, paper, graphinging paper, colored pencils,
etc.

UDL is included in Common Core Standards in . . . . .

UDL is included in the Common Core standards by the what we teach
and what students will be assessed on. The standards however dont
address the how; the pedagogical strategies to teach our diverse
learners.

I believe UDL will . . . .

Improve

my own teaching practice as well as ensure that ALL students

needs are met

Help me plan more engaging lessons to ensure that all students are
able to participate and take something away from each lesson

UDL will help me become a more reflective educator.

In my classroom, I will implement UDL by . . . .

Conducting ongoing formative assessments

Learning my students strengths and weakness

Continue to reflect and adjust

One concern I have about implementing UDL in my classroom is . . . .

TIME!!

The most significant learning I have had about UDL is . . . . .

The importance of growth mindset