February+9th+Assignments

**Part One: Specific features of each method allow for diversity among students in their learning styles and ability to demonstrate what they have learned**

 Universally designed instruction is described as such when it “provides information that is easily recognized by all students, diminishes unnecessary physical effort for access, or is structured to avoid unnecessary frustration and to be highly engaging and motivational for the student.” Some specific instructional strategies mentioned in chapter three include differentiated instruction, cooperative learning, thematic teaching units, alternative instruction/community-based instruction, learning strategies/study skills approach, concept mapping, simulations, use of manipulatives, and anchored instruction. There are more mentioned but these are those that are presented in more detail.  **Differentiated instruction** allows for the teacher to differentiate all aspects of a lesson from the content, the method of instruction, or how the student presents their knowledge of content based on the varying cognitive needs of students in the classroom. When a teacher makes adjustments to pacing, the way in which things are presented or the complexity of the information, students receive the same content in a way that is conducive to their individual preferred learning type. A teacher is able to then group students by interest, ability, preferred learning type, or intelligence type. The method of instruction takes all aspects of instruction into account and modifies as needed based on the individual needs of the student.  **Cooperative learning** separates students into small groups to complete assignments. Some students need that social interaction and support of their peers to create better understanding. Peers serve as teachers to others who need more explanation or assistance with projects. When students are put into such groups, students are more engaged and pay better attention to the task at hand. Learning that takes place in cooperative learning groups is often presented in group projects which also plays upon peer support and scaffolding. The entire group then can show what they have learned together in many ways versus an individual taking a traditional test. Along the lines of this, anchored instruction occurs in a shared environment designed around a realistic situation in which the entire group must solve a problem. This strategy is conducive to the same sorts of ideas as cooperative learning: feeding off of peer ideas, peer aid in explaining concepts, group project in which everyone has a part and works together successfully to complete.  **Thematic teaching units** feature lessons centered on a specific theme taught in many different content areas that relate back to that theme. Activities that connect between various disciplines help keep students engaged and create deeper meaning therefore increase understanding. Some students need to see the application for what they are learning: the use of a specific theme helps create connections across subject areas.  **Alternative instruction/Community-based instruction** takes place in another class or within the community. Actually seeing something (as witnessed in the video seen in Science Methods) and experiencing the lesson creates a basis for other learning in the classroom. Students who normally don’t perform as well in a classroom situation may blossom in another setting and therefore the playing field is leveled between students. This allows students who are more hands-on to use their strengths.  **Learning strategies/Study skills approach** centers on teaching students HOW to approach their own learning, for example, by explicitly teaching note taking. The presentation of many self-help strategies to students can help them understand how they learn best and then apply them as needed individually in future lessons. Student preference for how to organize notes can also appear: traditional two-column, concept map, graphic organizer etc.  **Concept maps** present information in different ways and also shows how each concept is related. A physical representation of events in a story can aid in comprehension. Maybe instead of writing a book report, a student may prefer to give an oral presentation with the aid of a concept map to guide them through their telling of the important events and characters in the story.  Lastly **simulations and manipulatives** uses are important to learners who need to touch things and experience things to make connections for their learning. Using manipulatives, a student can physically show that they understand what something looks like. I immediately thought of using cubes in math to show the volume of something. Simulations make students feel as if they are actually in the situation they are learning about/experiencing.  Incorporating a mix of all of these techniques hits the needs of each child in the classroom and presents equal opportunities for students to show their strengths while their weaknesses are minimized in preferred instruction settings.

**//Part Two: Preparation for Curtis Strange Popplet Summary of Interactives//** Popplet is a site where you can create graphic organizers and even add multimedia aspects to a "popple." On the right hand side of your home page, many examples of Popplets are featured. The one featuring facts about the Earth literally states many different facts about the planet Earth branching off from one singular picture of the Earth in the center. Another, New York notes is organized a bit differently: pictures and ideas the author wants to remember are all present but nothing is connected. Instead similar popples are clustered.