Learning+Log+2,+part+2

Learning Log 2/10/09 It is so interesting that we had to have someone spell out (quite explicitly) the considerations we need to think about when we plan activities for regularly abled and differently abled students. SETT makes perfect sense and it spells out the concepts and thinking points good teachers stumble across slowly over a number of years.

High tech, low tech, mid tech concepts are so diverse, and combined with a reminder of Multiple Intelligences and the variety of presentation and response accommodations, that there should be a way to design lessons, etc in a way that can meet the needs of every student.

I love, love, love the formula we saw today UDL=DI + AT

Again, it spells out the obvious, but in a way that reminds us of what is really (critically) important for the principles of UDL to be present in the truest sense.

Isn't it sooo true that engagement is the key- the core of the entire UDL ball of wax? If you are not motivated to engage in the activity, why bother? Many of the students I work with have emotional or behavioral concerns and my favorite LD or Aspberger/PDD lessons are not worth a hill of beans in Room 21, because those boys see no relevance or connection between what they are learning and their own lives (of course we can then get into the social and cultural factors that influence what is important in the lives of various students. Don't get me started!).

This has been so much fun! I have e-mailed notes to myself and my tech counterpart multiple times tonight. Thus far I have not regretting having to look at those article again and he has not asked me to stop sending them.

I really need to get used to using a timer and understanding that I cannot (repeat "cannot") look at, much less read, everything!