Mobile Learning Lab

     For this lab, I joined Classroom 2.0 and read a lot of posts about using cell phones in schools.  I work at an elementary school, K - 4, so we do not have a lot of students with mobile devices.  However, after reading posted submitted by other educators, it is interesting to see how they are embracing this technology and using it to create a bridge to their students.
     I also tried the site www.polleverywhere.com.  I have never heard of this site before and found it to be fascinating.  What a great idea: to have instant feedback from all students without the risk of someone not answering because s/he was embarrassed.  I think that this would be incredibly helpful in almost any educational environment because it gives voice to the students without the most boisterous ones taking over, and it enables the teacher to receive immediate feedback, so that s/he knows what material is understood and what needs to be retaught.  What an excellent idea!  I have attached a screen shot of my Classroom 2.0 comment.
     I would like to use polleverywhere with my classes.  Granted, I work with elementary students who do not have cell phones/mobile devices, but since the site gives a web address, I can direct my students to that site and receive the same information as if they were texting.  I am just very impressed with the concept.  This would be helpful when asking students about a particular concept or even if they had finished a writing assignment we were working on.  However, the major challenge for me with this is locating a projector for the students to see the instant results.  Also, I do not have but one computer in my classroom, so this would only be effective when we go to the computer lab twice a week.  But I must admit that my biggest challenge when it comes to using a cell phone (in particular) in the class is that I don't have one.  Yeah, you read that right.  I do not own a cell phone.  Yes, I embrace technology, but when it comes to cell phones, I am a pariah.  I used three different computers in order to try out this poll though.  Here is a link to the poll and the results are pasted below as a screen shot.

UDL Guidelines

Having worked through the lab for Universal Design for Learning (UDL), I was intrigued by the questions it provoked in my mind.  Where I thought I had created a thoughtful lesson accessible to all learners, there were some areas that required some rethinking and reworking.  However, I also came to understand that many of the ideas I am attempting to teach with my lesson, "The Vicarious Travelers," already have many of the UDL Guidelines built into them.  As I continue with my education, I look forward to applying this knowledge with my classes to enable all students to achieve their best work without compromising standards.

UDL Guidelines – Educator Checklist Version 2
I.    Provide Multiple Means of Representation:	Your notes
1.     Provide options for perception
1.1 Offer ways of customizing the display of information	Feature: enlarge text and pictures
1.2 Offer alternatives for auditory information	Barrier: pictures are visual with no captions
1.3 Offer alternatives for visual information	Barrier: no text descriptions and/or captions available
2.     Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols	Feature: learned about Rome, Italy on our virtual trip
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical notation, and symbols	Barrier: inability to read maps, interpret key symbols, and measure distance
2.4 Promote understanding across language	Barrier: presented in English with little or no Italian background
2.5 Illustrate through multiple media
3.     Provide options for comprehension
3.1 Activate or supply background knowledge	Barrier: little background knowledge
3.2 Highlight patterns, critical features, big ideas, and relationships	Feature: math and social studies cross-curricular
3.3 Guide information processing, visualization, and manipulation	Feature: comparing a foreign destination to a local area
3.4 Maximize transfer and generalization
II.   Provide Multiple Means for Action and Expression:	Your notes
4.     Provide options for physical action
4.1 Vary the methods for response and navigation	Barrier: not all students are proficient with computer research
4.2 Optimize access to tools and assistive technologies
5.     Provide options for expression and communication
5.1 Use multiple media for communication	Barrier: having students present their final presentations in the same format
5.2 Use multiple tools for construction and composition
5.3 Build fluencies with graduated labels of support for practice and performance
6.     Provide options for executive functions
6.1 Guide appropriate goal setting	Feature: learning about Italy and presenting the information
6.2 Support planning and strategy development	Barrier: need to encourage students to “stop and think” to solve a problem
6.3 Facilitate managing information and resources	Barrier: need to provide a checklist of what students will need to “discover”
6.4 Enhance capacity for monitoring progress	Feature: provides feedback during the course of the lesson
III.  Provide Multiple Means for Engagement:	Your notes
7.     Provide options for recruiting interest
7.1 Optimize individual choice and autonomy	Barrier: provide students with alternative website they may be more familiar with to locate their information
7.2 Optimize relevance, value, and authenticity	Feature: students will understand how to calculate distance based on what they learned and apply it to where they live
7.3 Minimize threats and distractions	Feature: stretch the lesson into several days with goals for each day so students do not feel overwhelmed
8.     Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge
8.3 Foster collaboration and community	Feature: have students collaborate and share their information with another student for suggestions and feedback
8.4 Increase mastery-oriented feedback	Feature: providing feedback
9.     Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation	Barrier: provide a rubric
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection	Barrier: provide students with a chart so they can see their progress

© CAST 2011