Click the Read More link for a transcript and references. Balancing The Demands of A Standards-Based Curriculum And The Needs of an Individual Learner
Susan Murray-Carrico Transcript 0:0:0.0 --> 0:0:7.310 Susan Murray-Carrico Hi and welcome to this post on balancing the demands of a standards based curriculum and the needs of new individual learner. 0:0:8.660 --> 0:0:31.20 Susan Murray-Carrico Teachers and balance for anyone who has ever been a teacher, this is always been a challenge. Between standards, content, individualized education plans, 50 fours, schedules, District initiative, safety plans, meetings and more meetings and more between school and home, teachers are always trying to find their balance with it all. 0:0:32.350 --> 0:0:56.40 Susan Murray-Carrico Brother and Hughes in 2019 say that educators are faced with more issues and situations than their predecessors could not have even imagined. Both teachers and students must now have a skills and knowledge that will prepare them to meet the new challenges that they're continually faced with, and to be able to use powerful strategies to support them on that route. 0:0:57.480 --> 0:1:10.840 Susan Murray-Carrico So let's drill down to a standards based curriculum and individual students needs and look at how an effective teacher might balance something that a standardized with an individual. 0:1:11.950 --> 0:1:42.350 Susan Murray-Carrico The good news is that a teacher doesn't have to create their own plan to manage this balance. There are frameworks to support the teacher as they never get the line between standardization and individualization. Probably learn who share the information and communication technology framework for teachers, the ICT CFT and the technological pedagogical content knowledge Framework Team pack as examples. Each illustrates relationships that lead. 0:1:42.440 --> 0:1:49.780 Susan Murray-Carrico To improve student skills or knowledge, and both serve to support student readiness for new challenges and learning. 0:1:50.960 --> 0:2:5.390 Susan Murray-Carrico T pack shows the relationship between different knowledges and pedagogies and the IC TCFT framework helps teachers to plan and design lessons to achieve the different levels within the framework. 0:2:7.20 --> 0:2:12.290 Susan Murray-Carrico One principle shared in the ICT CFT framework is universal design for learning. 0:2:13.510 --> 0:2:14.620 Susan Murray-Carrico Let's think about that for a minute. 0:2:15.760 --> 0:2:18.70 Susan Murray-Carrico Think about a ramp to enter a building. 0:2:19.110 --> 0:2:26.440 Susan Murray-Carrico Not everyone needs to use the ramp, but everyone can, and many do for any number of reasons. 0:2:27.450 --> 0:2:43.780 Susan Murray-Carrico So maybe it's someone in a wheelchair, of course. Maybe someone is pushing a stroller. Maybe you're hauling a load of resources, or maybe you're like me and you broke your foot and in an embarrassing way, and are using a scooter to get around because you're not 17 anymore. 0:2:44.730 --> 0:3:3.80 Susan Murray-Carrico It doesn't matter what the reason, but the ramp is there for everyone to use and is available for all that. Architectural practice is what universal design does for education and might just be what could support that balance between standardized education and the individual. 0:3:4.50 --> 0:3:10.540 Susan Murray-Carrico Designing curriculum with supports and resources that are necessary for some, but just might be good for all. 0:3:11.810 --> 0:3:20.640 Susan Murray-Carrico Jonathan shares that the need for and the importance of adaptive technologies to meet equity, equity and accessibility needs. 0:3:21.380 --> 0:3:30.670 Susan Murray-Carrico Myers, Rose, and Gordon explained the UDL approach in 2014 as one that can serve those equity, equity and accessibility needs. 0:3:31.640 --> 0:3:38.600 Susan Murray-Carrico Removing barriers not just for those with identified additional support needs, but for all students. 0:3:39.970 --> 0:3:46.100 Susan Murray-Carrico So what tools do we have at our disposal to help comply with these with these demands? Well, we have the frameworks. 0:3:46.990 --> 0:3:49.370 Susan Murray-Carrico We have the principles of universal design for learning. 0:3:50.520 --> 0:3:54.900 Susan Murray-Carrico And we have technology resources like we've never had before. 0:3:56.170 --> 0:4:15.680 Susan Murray-Carrico Technology can serve as an effective tool to support variable learner needs and to support personalization. But technology for the sake of technology isn't effective when embedding technology into instruction. It needs to be done in a way that advances the possibilities and furthers the students. Progress towards learning targets. 0:4:17.220 --> 0:4:20.870 Susan Murray-Carrico Before integrating technology, I try to consider the following questions. 0:4:22.30 --> 0:4:36.200 Susan Murray-Carrico What is the ultimate goal or the learning target that we're working on? How can technology advance learning towards that target? How does technology support the learning and understanding the content? 0:4:37.150 --> 0:4:48.130 Susan Murray-Carrico And how can technology or even a specific technology tool remove barriers to accessing content and demonstrating their understanding, builders understandings? 0:4:49.720 --> 0:5:20.910 Susan Murray-Carrico I feel that the balancing point between standardization and standardized content and curriculum and the individual lies needs of the learner will never really be clearly defined. And I say that it won't be clearly defined because standards and curriculum are evolving pieces in education and learners individualized and personal needs will never come to a place where they are all exactly the same. But technology can help bridge the gap and support the balance between the individual learners needs. 0:5:21.130 --> 0:5:26.630 Susan Murray-Carrico And the standardized curriculum frameworks can support teachers as they plan for this. 0:5:27.280 --> 0:5:38.330 Susan Murray-Carrico Principles like those of universal design for learning can guide teachers in creating pathways for all learners to access content and demonstrate their understandings. References Jonassen, D., Spector, M. J., Driscoll, M., Merrill, M. D., van Merrienboer, J., & Droscoll, M. P. (Eds.). (2007). Handbook of research on educational communication and technology (3rd ed.). Routledge. https://doi.org/. https://https://doi-org.ezproxy.liberty.edu/10.4324/9780203880869 Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing. Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.). Pearson Education, Inc.
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Susan Murray-CarricoI am a Technology Integration and LMS Specialist by title, but lifelong learner in practice. An Apple Teacher, Google Certified Educator and Microsoft Innovative Educator, my goal is to assist educators in investigating and exploring resources to embed in their instruction. I also hope to be a part of their journey toward an innovative and transformative practice that empowers learners and strengthens their own craftsmanship. I spends my free time with my family, my dogs and a good cup of coffee. Categories
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