Melissa

I'm a 7th grade English/language arts teacher in Portsmouth, NH. As a teacher, wife, mother of three children (ages 15,13 & 5) and Master's candidate, I'm typically in constant motion (physically or mentally). I have thoroughly enjoyed this Master's program at Walden University and am so thankful for the weekly collaboration and learning. In honor of sharing information and best practices, I am excited to contribute to our group's wiki.
 * About Me:**

Here is a link to my personal blog created for the purpose of tracking growth during my Master's program. []

You can also follow me on Twitter. I enjoy participating in both ed and lit chats. **MissyNH**



App2ProvostMJ.docx


 * Differentiation Station Week 4**

Here is a link to a BookBuilder ebook I made on Universal Design for Learning. I hope you can view it through this link; I have not put it into the shared public library yet. To get the full content, you will need to click on the coaches on the bottom of (some) pages. (Missy) @http://bookbuilder.cast.org/view.php?op=share&book=2d62e65ae056120b4b52c78278c3a373&sid=4516

Missy: The book looks great! I am anxious to try the bookbuilder because it seems like there's endless possibilites for it. And, good choice for using a media from CAST to do this assignment! (Krista)

Missy: I love what you did with the information as it is clearly outlined and spelled out for the reader. Also props for using the bookbuilder tool from our class resources to explain the information on UDL. Can't wait to use to use this tool in my own classroom in the near future. (Randy)

Good work, Missy! You used multiple graphics that caught my attention and really made the information pop! Bookbuilder looks like an excellent resource- I am sure it is easy once you figure it all out, but your presentation was definitely detailed and intricate- it seems difficult!! Tell me it wasn't! (Connie)

(I posted this on the page titled "Week 7" but decided to add it here too.

**Differentiation Station Assignment**
This week, take this final opportunity to review the Differentiation Station social network your group developed. Think about how you will use the resources, strategies, tools, and ideas in your classroom. In your group's Differentiation Station Wiki, post a summary of how you will use the resources in the Differentiation Station social network to help you implement the principles of Universal Design for Learning and Differentiated Instruction. Describe three ways you will use technology to provide your students with instruction that meets their diverse learning needs based on your learning as you developed the Differentiation Station. Suggested assignment length: 2-3 paragraphs

Missy's Response, Week 7 The beauty of embracing an online network such as our Differentiation Station is that it is a micro-representation of the global learning that is available to us as consumers and producers of information. In order to create an enriched differentiated classroom, it takes detailed planning, and an expert knowledge of students’ interests, readiness and learning profiles. Additionally, this process entails integrating technology, possessing expert knowledge of your content area, and dedication to flexible classroom management (Laureate Education, 2009a). In order to accomplish all of this, it takes resources, knowledge sharing and collegial support; such as what we have found on this wiki throughout this course. To implement the principles of UDL and DI within my classroom, I must invest time and energy into planning/reworking my content lessons into lessons which are accessible to all types of learners; this type of professional work takes endless hours and a solid base of knowledge. That being noted, it is next to impossible for one teacher to do it alone – collaboration and the sharing of newfound resources is the most efficient way lesson plan for the 21st century. For myself, this means using the resources found on our wiki to expand on the resources I had time to collect; my Walden colleagues shared valuable other resources, as well as their insight into these sources and evaluative feedback. As a struggle to manage my differentiated classroom, I embrace any resource that allows me more time to take my students from where they are at this point in time and deliver them to the next level of their academic journey (Laureate Education, 2009).

Based on what I have learned through our Differentiation Station, I will use the various survey options that my colleagues shared; I’ll use these to enhance, modify, or replace some of the data collecting assignments I’ve used in the past. It appears to me that not any one list is comprehensive in regards to gathering students’ interests and learning profiles, so it may take time for me to either synthesize the list or train students to look through multiple survey options and choose the one that “speaks” to them the most. By collecting this data, I will be better equipped to help my students find success, while also being more efficient; there is no need to “reinvent the wheel “ when planning time is a valuable resource. Another use of technology that I will embrace is using Krista’s videos to develop and maintain a strong understanding of Universal Design for Learning; her compilation stands alone as a powerful document, and her format of thirteen separate mini-videos means I am able to grab and show a smaller selection of videos that directly relates to providing for my differentiated classroom. Using Kritsa’s movies as a resource of ideas and research-based facts, lends itself perfectly to supporting UDL in my classroom because she stated the principles of UDL in a way that was easy for me to understand; when I need a refresher, reminder or a nudge to invest more time in my curriculum planning, her movies really speak to me!

A third way I will use technology to differentiate instruction is through the use of a wiki itself. The format of a wiki, where we all add in our ideas and resources, creates a blended knowledge share. Within my classroom, I can use a wiki for students to post their thoughts related to class time, questions about their homework, or share links and videos relating to our content area. Using a wiki platform and enabling students to edit content helps me transition into my role as “guide on the side” instead of a “sage on stage” lecturing instruction (Laureate Education, 2009). My students can have ownership in a wiki while I offer them new ways of demonstrating knowledge; in the end, seeing me as a learner is a powerful model for my students.

This Differentiation Station wiki has been a supportive atmosphere of collegial sharing; by utilizing some of its’ elements within my own 7th grade English/language arts class, I take on the role of teacher, student, collaborator and technology integrator.

Missy Provost

References: Laureate Education, Inc. (Executive Producer). (2009b). Tomlinson, C., Smith, G., & Throne, S. (Speakers). Putting it all together. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD.

This. Is. It. Final Course Reflection, 4/17/2011 Walden University Master's Program

**EDUC-6714D-2 Reaching and Engaging All Learners Through Technology – Course Reflection**

====The very first idea introduced during week one was that Differentiated Instruction and technology go together naturally (Laureate Education, 2009a); indeed, as the weeks progressed, it became increasingly clear to me, as suggested by Smith and Throne, that both possess the same qualities within the classroom (2009a). Both Differentiated Instruction and technology can be used by classroom teachers to engage students, personalize learning, support students as they produce and contribute, and facilitate connections to the real world; additionally, they both make learning fun and attainable (2009a). Within my seventh grade language arts classroom, it is my responsibility to recognize that these positive outcomes are worth the investment of my time and energy; my students deserve unit plans that make learning engaging, attainable, and fun. As a result of this course, there are immediate adjustments I can make to my instructional practice to enhance learning. ====

====To begin with, solidifying Differentiated Instruction as part of my teaching mindset will serve as a constant reminder that the activities within my classroom need to be accessible to all learners. Tomlinson reminds that there are variances among learners according to their readiness, interest, and learning profiles (Laureate Education, 2009b); as I prepare lessons for my students, I need to be aware of these variances and plan how I will address learner needs. Conceivably, one student might enter a lesson already possessing a keen sense of the material, and another might have a learning disability that prevents them from fully understanding the material unless they are provided multiple opportunities for instruction and practice. My teaching mindset must support each of these students showing up on my “radar” so I can ensure they have challenging, yet appropriate, classroom experiences related to the common learning goals; in fact, in order to successfully differentiate instruction, my first step is to clearly identify these high quality curriculum goals (Laureate Education, 2009c). Technology has the capability of not only enhancing lessons, but also assisting me with all aspects of content instruction. For example, I can utilize online survey tools to identify students’ interests and needs, and can use technology when conducting both informal AND formal assessments. From student response systems to interactive VoiceThreads, technology supports the collection of student data as well as the expression of students’ knowledge. As an immediate change to my instructional practice, I will be intentional concerning the order in which I pursue units: identify learning goals, reference learner needs and variances, differentiate instruction while integrating technology that is both engaging and useful. This enhancement to my mindset is a valuable adjustment to my classroom teaching. ====

====Another immediate adjustment I will make to my classroom teaching is using my new understanding of Universal Design for Learning; UDL, combined with technology, builds flexibility into my curriculum units in order to reduce barriers to learning (Howard, 2004). UDL’s instructional approach focuses on providing multiple ways for students to access content, express their learning, and enhance their interest and motivation (2004). I can think of no better way to implement this new learning than by utilizing the CAST website; the online tools and resources developed and shared by the Center for Applied Special Technology support curriculum development which creates “instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution” (CAST, Inc., 2011, np). I have immediate plans to implement and/or share CAST resources such as BookBuilder, UDL Editions, and Strategy Tutor (2011) to enhance the instruction within my classroom, as well as other content classrooms where my students engage in learning. My vision is to start here, with CAST, but my hope is that through using these tools, I will build my understanding of how to utilize and implement other tools that support UDL in my language arts instruction. ====

====One final change that I will immediately implement to impact my content instruction is engaging in collegial discourse and sharing via educational social networking. Throughout this course, I have worked within a cohort dedicated to finding, analyzing, and sharing resources related to Differentiated Instruction and UDL; we have worked together around a set of common goals. Like our students that we differentiate lessons for, each of us has various interests, skills, experiences and needs; what develops when we collaborate is a rich network of learning and sharing. This was clearly seen within our UDL presentations; though we were working with the same information, we each produced a unique media presentation that showcased our technology skills and personal interests. Sharing these presentations enabled us to each learn from each other while also building our own technology skills. In fact, it reminds me of the collateral learning that was mentioned in Megan Webster’s Humanities project (Laureate Education, 2009d); we learned about UDL, but also learned more about podcasts, embedding movies, BookBuilder, etc. (Laureate Education, 2009e). Moving forward, the resources we collected will serve as a support to my classroom instruction and planning; instead of starting over when I want to differentiate while integrating technology, I can reference our wiki and use that as my starting place. When I need a refresher on UDL, I can turn to Connie’s informative and concise video, James’ webinar-type explanation, or Krista’s engaging mini video clips; viewing the UDL presentations through multiple media and with multiple examples supports one of the very principles UDL highlights – recognition learning (Hall, Strangman, & Meyer, 2003). Participation in educational social networking reminds that learning on my own only results in one perspective, but having colleagues share their learning, insights and experiences creates a more dimensional impact on my own professional development. This is an element of this course, and my entire Walden studies, which I do not want to lose. ====

====Overall, learning about Differentiated Instruction and UDL has given my interest in technology integration a more focused direction. I entered this course knowing that technology integration must be relevant to the learning goals, but have since gained the vision that technology can be used to drive the learning goals while also supporting a wide variety of learners. A more appropriate sequence when planning instruction is to identify the goals, identify learner needs, interests, and readiness, and THEN create/modify units while integrating technology which benefits acquiring or expressing the learning. This course has enabled me to refocus on the integral parts of my classroom instruction by bringing together the components of DI, UDL, and technology. ====

Melissa Provost 7th Grade English/language arts References: CAST, Inc. (2011). CAST Universal design for learning. [Website]. Wakefield, MA [] Hall, T., Strangman, N., & Meyer, A. (2003). //Differentiated instruction and implications for UDL implementation.// Retrieved from @http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. //International Society for Technology in Education//, //31//(5), 26–29.  Retrieved from the ERIC database. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education, Inc. (Executive Producer). (2009a). Smith, G., & Throne, S. (Speakers). Introduction: Reaching and Engaging All Learners Through Technology. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education, Inc. (Executive Producer). (2009b). Smith, G., & Throne, S. (Speakers). Knowing your students. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education, Inc. (Executive Producer). (2009c). Tomlinson, C., Smith, G., & Throne, S. (Speakers). High-quality curriculum. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education, Inc. (Executive Producer). (2009d). Hook, J. & Webster, M. (Speakers). Virtual Field Experience™: Managing the Differentiated Classroom. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education, Inc. (Executive Producer). (2009e). Tomlinson, C., Smith, G., & Throne, S. (Speakers). Putting it all together. [DVD]. //Reaching and engaging all learners through technology.// Baltimore, MD.