Culminating+Activites

Culminating Activity #1 - Elevator Speech



Chrissy and Lori

UDL is a method of teaching where you are intentional about the way that you translate your curriculum to your students. It is based on the foundation that all students learn uniquely and because no two students learn the same, your instruction is as diverse as they are. There are many different means to make your curriculum and classroom universally designed, one of which is digital media but the possibilities truly are endless. Universal Design begins with an intimate understanding of your students’ learning needs. Aiming your instruction at the most diverse learner will naturally encompass all students.

Gayle, Adriana, & Lisahttp://caputo-udl-106.wikispaces.com/Culminating+Activites

Ever heard of UDL? Well, it will offer a learning experience that reaches every one of our students. UDL welcomes the diversity of students, and presents multiple pathways for an understanding to gain knowledge. Imagine a classroom where all students are engaged and empowered. Imagine a classroom where all students are excited to learn. Imagine a classroom where all learners are honored. Imagine a contagious energy amongst our teachers. UDL will be contagious in our district. We deserves this.... and so do the students!


 * __Elevator Speech__**

I have a great idea that I would like to initiate at our school it is called Universal Design for Learning (UDL). It is a an empowering and flexible technique that will benefit all learners. By refocusing our teaching methods towards student learning styles and strengths of the twenty first century, educators are accessing student interest in the digital age. For example students can interact with a traditional print source or electronic copy utilizing all the new technologies available.

Debbie w. Bob Kim

__Cheryl, Debbie, and Sarah__

The field of education today is faced with the challenges of the 21st century learner. UDL is a way of meeting these needs through flexible digital media. It is an all-encompasing educational approach to teaching, learning, and assessment. It draws on brain research and technology to better meet the needs of all learners. What started as tools and methods to assist learners with special needs has proven to benefit all learners in our classroom. It is based upon the three principles of representation, expression, and engagement through multiple media. Educators using the UDL design provide multiples means of representation, expression, and engagement.

Culminating Activity #2 - Lesson Plans

Kim Scalice Culminating Activity #2 Lesson Development Work cooperatively and diligently in the library on a given topic. || The last 15 minutes of class will be dedicated to student presentations and student feedback. **// Lesson Plan-Debbie K //** Debbie, where is the evidence of multiple means, and expression?
 * **// Duration of Lesson: //** 55 minutes ||
 * **// Real World Application: //** In the real world, students will have to demonstrate their understanding of material they have learned. ||
 * **// Daily Objective: //** Students will
 * **// Learning Activities (To Address Different Modalities) : //**
 * UDL FRAMEWORK: **
 * ** GOALS: **
 * Students will gain knowledge of the author, Harper Lee, before reading the novel.
 * Students will learn, explore, and create material using new technology sources.
 * **METHODS:**
 * Students will be reading //To Kill a Mockingbird// by Harper Lee. In preparation for the novel study, students will go to the library computer lab to complete a mini research assignment on the author. First, the students will Use google, bing, or yahoo
 * Research Harper Lee
 * Go to one of the RHS online databases:
 * Research Harper Lee
 * Compare the info. learned about the author
 * log onto wordle.net
 * browse examples of "word clouds"
 * Create your own "word cloud" using the info. you researched on Harper Lee
 * Given the information that the students find, they will utilize the web tool, wordle.net, to complete a presentation which they will give to the class.
 * MATERIALS: **
 * ** Computer **
 * ** Internet access (google, bing or yahoo) and online data base **
 * ** Wordle.net ** ||
 * **// Daily Assessment/Evidence of Student Learning (Check For Understanding) : //**
 * ASSESSMENT: **
 * Cooperation in the computer lab
 * Researching skills
 * Following directions
 * Application skills
 * Communication skills
 * Presentations ||
 * // GOAL: Student will: //**
 * Research cultural celebration of own origin
 * Present celebration in a power point
 * // Methods: //**
 * Research
 * Outline
 * Rough Draft
 * Finished Product
 * Power point
 * // Materials: //**
 * Library, Internet
 * Personal Knowledge
 * Family Knowledge
 * Videos
 * Power point
 * // ASSESSMENT: //**
 * Teacher Graded: Outline, Rough Draft, Finished Product
 * Student/Teacher Guided Rubric on Presentation of Power point

CAST’s UDL LESSON BUILDER

Lesson Overview

 * **Title:** || Birding Research ||
 * **Author:** || Gayle Dubofsky ||
 * **Subject:** || Science and Writing ||
 * **Grade Level(s):** || 3 ||
 * **Duration:** || 2 to 3 class periods ||
 * **Subject Area:** || Science ||
 * Unit Description: || Build vocabulary and knowledge about local birds ||
 * Lesson Description for Day: || To introduce the students to specific birding vocabulary and to be able to create a wordle for information learned ||
 * State Standards: || NJCCCCS: 5.1A, 5.4A-C- 3.1A,F, --3.4AB, 3.5C ||

Goals

 * ====**Unit Goals:**==== || ====Students will be informed about local birds and the vocabulary and facts associated with them. To be able to understand facts through the information learned on an individual wordle==== ||
 * **Lesson Goals:** || To create a wordle and be able to identify vocabulary associated with local birds ||

Methods
Students will work with birding guides to get familiar with one local bird. Through discussion they will answer open ended questions. Students may be able to use a lap top computer and iPad to help solve the open ended questions.
 * ====**Anticipatory Set:**==== || ====Students will be informed of the objective of the lesson: to create a wordle with vocabulary associated with one local bird.====

||
 * ====**Introduce and Model New Knowledge:**==== || ==== ====

||
 * ====**Provide Guided Practice:**==== || ====Demonstration of how to create a wordle. Work with the students to create step by step directions. Then have peer to peer support.====

||
 * ====**Provide Independent Practice:**==== || ====Students will create and save a wordle for bird of their choice.====

||

Assessment

 * **Formative/Ongoing Assessment:** || Follow up on vocabulary, sharing sessions with a partner, use of guides and technology to be sure students understand vocabulary ||
 * **Summative/End Of Lesson Assessment:** || Each student will hand in a wordle, they will all be shared ||

Materials

 * The followeing materials will be used to create and complete this lesson. iPad, lap top computer, birding guides, construction paper, markers, and crayons ||

Chrissy P’s Lesson

Goals


 * Students will identify their learning style
 * Students will identify 3 specific way they can study in their top two learning styles

Methods


 * Students will take the learning style quiz on [] independently


 * As an alternative choice students can pair up and administer a print version of this assessment where they score each other’s assessment


 * Mini Research/Investigation time – students will take their three highest areas to explore. They should record facts about what this area is and what are the strengths of a person who learns in this manner (students may write, type, or use ZoHo Notebook to record their research

Materials


 * Learning style quiz from []
 * Print version of learning style quiz and grade form
 * GoogleDocs
 * ZoHo Notebook
 * laptops

Assessments


 * Students will mini-conference with teacher to report the results of their learning style. The teacher will ask reflection questions such as “do you agree this describes how you learn? Why or why not?”


 * Students will use Google Docs to collaborate with their peers who have similar learning styles as them to compile a list of ways a person can study and learn with their this particular learning style. Students must post at least 3 unique ideas to 2 of their top 3 learning styles

Bob G

CAST’s UDL LESSON BUILDER

Lesson Overview

 * **Title:** || Industrial Revolution ||
 * **Author:** || Gilmartin ||
 * **Subject:** || History ||
 * **Grade Level(s):** || 8 ||
 * **Duration:** || 7 class periods ||
 * **Subject Area:** || U.S. History ||
 * Unit Description: || The American Industrial Revolution took places during the late 1700's and early 1800's ||
 * Lesson Description for Day: || Understanding how a variety of inventions from the Industrial Revolution worked and how they changed the average person's life in that time period. ||
 * State Standards: ||  ||

Goals
Students are able to compare life after the industrial revolution to life before Students are able to analyze the industrial revolution to discover key or significant events and their impact. Students are able to create web based presentation on a topic relating to the industrial revolution
 * ====**Unit Goals:**==== || Students are able to describe the way of life after the industrial revolution

||
 * **Lesson Goals:** || Students will be able to describe a key invention of the Industrial Revolution. ||

Methods
Students will have previously read content on the Industrial Revolution Students will watch YouTube video of the Erie Canal and obtain a visual reference point for life at approximately 1800.
 * ====**Anticipatory Set:**==== || ==== ====

||
 * ====**Introduce and Model New Knowledge:**==== ||  ||
 * ====**Provide Guided Practice:**==== || ==== ====

Teacher will remind students that links to YouTube and Google video are provided on his webpage and they have a textbook at home
||
 * ====**Provide Independent Practice:**==== || Students will either select an online video of an industrial revolution invention and describe how it works, or read a description of the invention and describe how it works

||

Assessment

 * **Formative/Ongoing Assessment:** || Follow up on understanding, vocabulary and main ideas ||
 * **Summative/End Of Lesson Assessment:** || Students will briefly share their description with the class - class discussion on more interesting information found ||

Materials

 * Students will use YouTube or another similar website or have the choice to use the textbook ||

Culminating activity 2- UDL lesson plan Title: Revolutionary Reporters Author: Lori Arends Subject: Social Studies Grade: 5th Lesson Description: This is a culminating activity at the end of a unit study on the Revolutionary War. The students will choose a historical figure from the Revolution, research the person and present the findings. Goals: The students will acquire an understanding of life during the Revolution. The students will investigate personality characteristics that make someone a leader. The students will understand and articulate key concepts of the Revolution. The students will investigate events and key figures in the early development of our nation.

Methods: -Gather research information about the person’s life and his or her significance and contributions to our nation’s history. -personality -physical traits -time period in which he or she lived -family life -position in community or government -specific historical events during his or her life -person’s contribution or significance -effect on our nation’s history -Organize all of the information gathered and develop a strategy for presentation. -Decide what type of reporter to be- a newspaper reporter, blog writer, tv reporter, etc and develop the report. -Report to the public about the findings.

Materials: Research resources: www.kidsclick.org www.memory.loc.gov http://www.sar.org/Youth http://colonialhall.com/index_t1.php

organizational or writing resources: pix writer- www.slatersoftware.com www.docs.google.com Kidspiration 2 or Kid Pix

presentation resources: powerpoint www.zoho.com www.preezo.com www.wordle.com www.tagxedo.com www.edu.glogster.com www.prezi.com www.museumbox.e2bn.org www.youtube.com

Assessment: Students will be assessed throughout the project through teacher mini conferences to discuss progress. Students will be assessed using the rubric provided to them at the beginning of the project. The rubric is based on content that can be presented in the appropriate medium for the reporter type selected (print, oral, video, digital text).

__Sarah’s UDL Lesson Plan - Partners Present the News__

Goal: The students will be able to choose and present a current events article to the class using a podcast, oral presentation, or Power Point.

Materials: Time For Kids Magazine, ScholasticNews.com, computer microphone, scanner, computer, Power Point, SMART Board, Schoolwires (School District Website) to record pod cast, pencils and paper.

Methods: -Partners skim through TFK magazine or search Scholasticnews.com to choose an event they would like to share with the class. - Decide the method they would like to use to present article to class: orally, podcast, or slide show. -Use the materials to create their presentations.

Assessment: -Presentation needs to include time and place of event, why this event is important to our class, and at least 3 facts about event. -Partners need to show equitable division of work. -Is presentation understandable and does it include all three components?

Cheryl's Culminating Activity #2- UDL Lesson Plan


 * Life Cycle of a Penguin **
 * Lesson Overview **
 * Title: **Life Cycle of a Penguin
 * Author: **<span style="font-family: Arial,sans-serif; font-size: 10.5pt;"> Cheryl Sabins
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Subject: **<span style="font-family: Arial,sans-serif; font-size: 10.5pt;"> Science
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Grade Level(s): **<span style="font-family: Arial,sans-serif; font-size: 10.5pt;"> Pre-K–2
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Duration: **<span style="font-family: Arial,sans-serif; font-size: 10.5pt;"> 3 40 min. sessions

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Learn about the stages of a penguins life
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Unit Description **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">To introduce students to stages of a penguin's life. Then creating a diagram of the life cycle using Kidspiration.
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Lesson Description for Day **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Students will understand the various stages of a penguin's life and be able to express that knowledge through the construction of a Kidspiration diagram.
 * <span style="font-family: Arial,sans-serif; font-size: 15pt;">Goals **
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Unit Goals: **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">To locate and understand factual information using non-fiction resources. To learn how to create a diagram in Kidspiration. <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Today we will learn about the various stages a penguin grows through in order to become an adult bird. We will also learn how to use a new program in tech-Kidspiration. We'll use it to create a life cycle diagram to print and display on our bulletin board.
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Lesson Goals **
 * <span style="font-family: Arial,sans-serif; font-size: 15pt;">Methods **
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Anticipatory Set: **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Teacher will demonstrate how to locate life cycle information using a variety of non-fiction books and science websites-i.e.National Geographic for Kids. <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Teacher will model how to create Kidspiration diagram.
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Introduce and Model New Knowledge **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Stations with leveled non-fiction books,bookmarked websites and Penguin book on Tumblebooks for students to visit using Netbooks.
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Provide Guided Practice: **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Children will choose centers to visit while taking notes and/or drawing pictures over 2 class periods, During the 3rd class periods, students will take notes to tech lab and create Kidspiration diagram.
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Provide Independent Practice: **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Children will present diagrams to a partner or to class, then display on bulletin board.
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Wrap-Up **

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Student's presentation to peers-accurate information in logical sequence. <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Completion of an accurate Kidspiration diagram of a penguin's life cyce.
 * <span style="font-family: Arial,sans-serif; font-size: 15pt;">Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Formative/Ongoing Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Summative/End Of Lesson Assessment: **
 * <span style="font-family: Arial,sans-serif; font-size: 15pt;">Materials **


 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Video & Audio Resources **

> <span style="font-family: Arial,sans-serif;">S <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">cience website with video of penguins in the wild- including egg, chick, fledging, adult.
 * []

Culminating Activity #3 - How is the Net Generation Changing Our World?

Bob

To: Mom, Team Teachers, Asst. Superintendent, Principal, Media Specialist

The Net Generation is changing the world. They operate in ways that we don’t truly understand. They absorb things differently, they multi-task and bounce from task to task with an ease that we aren’t able to. The things they are creating are so much more interactive and vibrant than we are used to. They learn by doing, and learn it so much faster than we do. They are constantly problem solving, even while playing. And they are playing and socializing in ways that we don’t. Online, in cyber space, they are hanging out with friends.

This is Gayle D. I am explaining to: My Super, My co-teachers, Media Specialist, Principal, The Board of Education. The Net Gen are the kids in our district now that are able to change not just multi task, they may not be reading books as much as doing everything and educating themselves on the inter net, they are becoming deeply informed by doing all this. They can make web sites, inform themselves by podcasting and not miss anything. This generation is able to do it all as long as we can offer them the correct tools of being part of UDL!!

Cheryl- I will be writing to:

The Net Generation is the first generation to have literally grown up digital. They want freedom, they want to customize, they are scrutinizers, they look for entertainment, collaboration, and have a need for speed, they are innovators. My present and future students are members of this generation.
 * 1) A team member
 * 2) My principal
 * 3) Our district’s math supervisor
 * 4) My husband
 * 5) Superintendent

My present and future students are members of this generation.

Culminating Activity #3:

My name is Kim and I am writing to my co-teacher, English department colleague, supervisor, principal, and my aunt and uncle with young children. Our ever changing society, one that our children and our children’s children will grow up in, needs educators who are flexible and life-long learners. Today, more than ever before, teachers have students in their classrooms with different needs and abilities. These children are known as the ‘net generation’ and it is so important to make learning relevant to them. They are changing the world and I have learned a handful of exciting tools in my UDL class that are available to educate and motivate these children. Having technology readily available, properly training our teachers, and create lessons that utilize technology are so crucial to reaching these kids. As an English teacher, I often found myself frustrated that my students aren’t as avid of readers as children seemed to be when I was younger. Little did I realize, they are gaining their knowledge through technology such as computers, wikis, e-readers, etc. I am a life-long learner, going to school to continuously learn about new technology, but I need the tools to be able to teach my students in this digital age. I am in between a digital immigrant and a digital native. The students who are in my classroom are the digital natives and I learn from them each and every day.

Culminating activity #3 How is the Net generation changing our world?

My name is Adriana Toma and I am writing to:
 * 1) My husband Keith
 * 2) My Romanian friend Adrian
 * 3) My Assistant Superintendent
 * 4) My colleague liaison Elsa
 * 5) My World Language team (Brigitte, Christianne, Barbara, Serge, Eric, and Leonard)

The Net generation is changing our world because they want to learn fast and differently since they process information in various ways. We, as teachers, have to change the ways to teach the old stuff. We, as teachers, have to learn to communicate information in the style and language of their students. They have to connect lessons to their lives. Our students will connect to the world using the multimedia information. The teaching has to be meaningful to the students and it doesn’t have to be done in order, step by step and by lecturing. The Net generation is called “Digital Natives” and their teachers are called “Digital Immigrants” (by Marc Prensky).

<span style="color: blue; font-family: Arial,sans-serif; font-size: 17.5pt;">Debbie Keeley

<span style="color: blue; font-family: Arial,sans-serif; font-size: 17.5pt;">ESL Colleague, Principal, HS Students, Special Services Director, Husband

<span style="color: blue; font-family: Arial,sans-serif; font-size: 17.5pt;">The Net Generation is changing our world by challenging our ideas about teaching and about the needs of these students in order to understand the learning process. These students are in need of constant change and utilization of all intelligences. They are creative and need to be challenged. The Net generation needs to be taught skills that can be applied in the future to jobs that have not yet been created.

Lisa R.

Culminating Activity #3 - How is the Net Generation Changing Our World?

Sent to:

2 fellow Resource Center Teachers

2 co-teachers

1 friend

The net generation can be called “digital natives,” and they are changing the world in amazing ways. The way they access information is quick, immediate, and efficient. The sources of their information are varied and animated. Society has adjusted for the net generation- schools need to, as well. If the goal of education is to prepare our youth for the “real world,” then our schools need to mirror the real world. The net generation are causing a shift in the teaching paradigm. The concept of average student is illusory. We need to allow ourselves to be disturbed, to step out of our digital immigrant comfort zones. We can learn a great deal from these digital natives. One size doesn’t fit all; it fits one.

Lori

Five People: Superintendent, Building Principal, Husband, PTA President, Teacher Friend

The Net Generation is an exciting generation of young people who exceed the possibilities of what we have come to know and expect of our children and students. They are learning and experiencing the world in multiple ways and through multiple media sources all while multitasking. These experiences make them neurologically different than we are and we need to respond to them accordingly. They know so much about how to use technology and the resources at their fingertips and it is our job to guide them in manipulating and using and owning the content they find. They have an expectation of interaction and accessibility that needs to be reflected in how we teach.

Culminating Activity #3 ChrissyP

Who is the Net Generation?

To be shared with: My sister, my co-teacher, the director of special services, my principal, and my paraprofessional

The Net Generation is a name for the generation of students we are currently teaching in our schools. This new generation is compromised of digital “natives” who have been surrounded their whole lives with technology and digital media (they are not immigrants who have had to adapt to this new way of life). These students have no fear of the digital and tons of exposure to all types of technology. They are engaged by and learn through networking.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sarah’s Net Generation Explanation: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Mom, Principal - Ms. Quigley, Grade Level Colleague - Eileen Turrissi, School Colleague - Nancy Volker, District Colleague- Mary Szoke.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Who are the Net Generation? They are the children in our classrooms. Children that want information at their finger tips, presented quickly, with choice as to how they will digest it. Children that will send more texts in one wee than we have probably sent in our lifetime. Children whose phone is “Like my third hand.” Children who will attend a four year college and learn about technology that will then be obsolete by the time they are Juniors. Culminating activity #4- Debbie w

Who is the net generation? They are our students. The net generation began with the advent of the computers in the 1980’s. They grew up with computers and embrace all of the new technologies. They appreciate all media forms, pictures, and graphics before print versions. They like learning in a fast, fun paced way. Many of the jobs careers they will hold as adults do not even exist today. They learn differently than we did therefore, they need to be taught differently.

1My Superintendant

2. My friend Sally

3. My colleague Linda

4. My colleague Maureen

5. Ann Marie an influential parent in the community