Bernstein

media type="custom" key="11005064"My HomepageLisa Berrnstein's page.[|My Towson Webpage]

I participated in the Learning Styles Inventory Survey to learn more about the way in which I learn best in the classroom setting. After answering numerous questions, I received the result that my learning style is called the “Visual/ Verbal Learning Style.” When I received this result, I was not surprised at all. I have found that I retain information the best when it is given to me in a written format. I like to have all of my notes to study from accessible and a textbook available as well. This style says that the people who learn this way like to study alone in a quiet room. This is so true because I always like to study in the library. I feel that this allows me to have the maximum amount of concentration that I need. When I study, I use highlighters in an array of colors to represent each topic area. I also use flashcards to summarize the key ideas that I need to know. This learning style description matches up with how I study perfectly. I use printouts from my computer to review and I prefer to have notes typed so they are neat and easy to use for reference. In addition to computerized documents, I use post-its to express the big ideas. The learning strategies listed work well for me no matter what course I am studying for. My second best learning style was the “Auditory Learning Style.” I believe that I possess some of the characteristics of this learning style. I am very good at grammar and foreign language. I enjoy music and am able to successfully listen to directions given to me aloud. Though, I do not feel I embody the other qualities of this learning style such as enjoying acting and studying in groups. I work best alone and I am not too comfortable being in the spotlight. My third learning style was the “Kinesthetic Learning Style.” I definitely knew this one was not for me. I do not like to be active and move around. I would rather be taking notes on something I have observed so I can refer to them later rather than taking part in the action and only having that memory to recall the information by. I believe that being a visual/ verbal learner benefits me in the classroom because I am able to retain knowledge very well in this manner. As I said in class, I know that by the time many of my students take the Learning Assessment, they have a pretty good sense of what type of learner they are and how to use various techniques to learn material. I am glad that was the case here for you.
 * Learning Style Reflection**

** Response to Learning Styles and CAST Website Resources **

Throughout the exploration of the CAST website and Learning Styles survey, I have learned a great deal about the ways in which I learn as well as how to implement CAST materials into classroom lessons. When I completed the learning styles survey, I did not learn anything new about the way in which I learn. However, I did feel that the survey allowed me to confirm that my learning style is accurate and effective for me. Since I am classified as a visual/ verbal learner, I know that I retain knowledge the best when it is written out. I can use flashcards and typed up notes to assist in my learning as well. I looked through the CAST website and found it very effective and user-friendly.

I feel that the Universal Design for Learning model is a key tool that allows all individuals to have the opportunity to succeed and learn information. I pride the CAST website on showing the different ways to retain information. I believe that every student has the potential to learn the same information. All that the teachers need to do is accommodate to those needs. The CAST website lays out recognition networks, strategic networks and affective networks. These networks explain that information is learned through different ways whether it is through representation, action or expression or engagement. I felt that the UDL: Book Builder tool was unique and would be a great asset to the classroom setting. There is a dictionary incorporated in the tool, which allows the reader to look up the definition of an unfamiliar word. In addition, the book builder tool allows the reader to have the story read to them, which appeals to the auditory learners. There are a wide variety of books to choose from for each grade level. As I glanced at the CAST UDL Lesson Builder, I was impressed by how many resources were featured with each lesson. The lessons included links to web sites, books and articles as well as video and audio resources. I feel that this ties in well with the main principles of UDL because students are able to reinforce concepts through a wide variety of multimedia techniques that correspond to their learning styles.

When I read Teaching Every Student in the Digital Age, I discovered many useful ideas that can be integrated into the classroom. I found it interesting to learn about how recognition, affective and strategic networks are used to accommodate to meet the needs of students with different learning styles. I was intrigued by how new classroom media is utilized such as the digital text and the use of the Internet to enhance student’s learning. I felt that the book explained the traditional classroom materials very well as that they only come in one size. However one size does not fit all learners. Using new technologies will help students learn better in a way that applies to them. I will be sure to use all types of multimedia in my classroom and blend the traditional teaching methods with the current teaching methods to ensure my students learn the material well.

As I was on the CAST website, I participated in 2 activities in order to gain a better understanding of my brain networks. In the first activity, I looked at a picture and listed out what objects I had seen which was intended to exercise my recognition networks. I identified objects such as people, pictures, tables and chairs even though the picture was not very clear. Then I came up with how old I thought the people in the picture were and also which time period I felt it was in which I predicted as the Victorian era and the people looked surprised. The activity showed how the viewer’s eye movement is different depending on the person looking at the picture. Then I thought about what caught my eye in the picture which was the people entering the room and the reasoning why because it was the focal point of the picture. This involved the use of affective networks. I learned that affective networks vary from person to person depending on one’s interests such as a mother will be drawn to a young child in the photo. At the end of the activity, I was able to see how all three brain networks are utilized when I view a image. I also participated in the Getting to know you the UDL way activity. I selected the project “ Creating a community garden” which prompted me to think about what background, skills, and interests I could contribute to the project. I mentioned that I have a garden at home, enjoy arranging flowers and that I am a very organized person. Next, I was instructed to fill out my strengths and challenges, which included my past experiences with gardens as well as making time for the commitment. This was an interesting way to learn more about myself and how UDL’s recognition, strategic and affective networks apply to my learning.

The instruction developed by CAST is a great asset to make instruction more interactive and enjoyable for students. It is important as an educator to vary teaching methods. I believe that by implementing UDL in my classroom I will be able to help students. I am looking forward to using new techniques in the classroom to keep my course content exciting and enriching for all. I would like to explore CAST more and thoroughly go through all of the lessons they have to offer. In addition, I’d like to see if they had any video clips of using UDL in the classroom setting so I can get a feel as to how these tools are used in the classroom. The CAST website has enabled me to take a closer look at my own learning style as well as how to impact the learning of my future students. I must admit that there is a wealth of information in the CAST text online - certainly more than can be absorbed in a quick couple of weeks. But, I hope that you will bookmark the website and go back to it again at your leisure. There is a wealth of information and ideas there that can be very helpful to you as you plan lessons for your classes.


 * Assistive Technology **

Assistive technology plays a pivotal role in ensuring that all students in the classroom are able to have their accommodations met. After viewing some videos and exploring some websites, I learned more about how assistive technology is implemented in the classroom and how it helps disabled individuals. I found it interesting to discover that computer technology is modified to assist students who are disabled. Software companies have helped make a difference by using CD textbooks and E-books to present information in different ways than just the traditional format. Disabled individuals will be able to use the features such as text to speech, enlarged fonts and tool bars and see labeled buttons. These options make learning not as difficult of a process for disabled individuals. In the video, I learned about a young girl who uses her computer’s assistive technology in her daily life. Without it, she didn’t think she could get by. I also learned that assistive technology is utilized a great deal in the lower grades of elementary schools so that those students could get used to the assistive technology from the beginning of their schooling. I felt that the websites and products shown were great resources for me to keep in mind as I get closer to becoming a teacher. I think that Scholastic’s Wiggle Works reading and writing system seemed very effective in combining literacy with technology. I feel that students would benefit greatly from this program since students will be able to take more of an active role in their literacy since they will be able to record their voice, type out their thoughts and have the story read to them digitally. I think that Apple’s voice-over technology will be effective so that students can use their voice to express their ideas instead of having to write them out. This will be helpful especially for students who have learning disabilities. This way, students are still able to retain the information. I found the OSEP website to be informative as well because the page showcases more information about the Individuals with Disabilities Act as well as the goals and mission statement of the Office of Special Education and Rehabilitative Services. I feel this would be a good webpage for a future teacher to look at to get a sense of the federal government’s viewpoints. As I looked over the products that were available for purchase for disabled individuals, I found ones that would be beneficial for students. I think the 3 Level book stand and copy holder would be good to use because it can keep the book the child is reading securely at the level they choose. Also, I think the activity mat would be a great way to have students sit and play together since it is soft and comfortable. Keep in mind that the Book Builders in the CAST website can be good resources, too. With the capability of having audio to read aloud and help with pacing, students can gain reading fluency. Technology provides students with diverse learning needs with many useful devices. The Wiggle Works reading and writing technology system was very interesting and I would use it in my classroom. By integrating traditional reading with enhanced digital media, the student is able to learn better. Technology offers text to speech to aid individuals with reading disabilities. The software scan words and allows them to be read out loud in a human voice. This helps the child learn the information and is extremely resourceful if the student is an auditory learner. I have seen assistive technology active in my daily life. There is a student in my math class who uses a laptop during class time to keep up with what the class is looking at on the Smart Board. Since she has a visual disability, the graphics are clearer and maximized so she can follow along. She also has access to online videos that she can listen to which help her hear the information since seeing the information presents more of a challenge for her. I think that without the use of assistive technology, she would not be able to succeed and keep up with the rest of the students in the class. As a future educator, I am glad that these new technological tools exist to assist students who have disabilities. Assistive technology helps individuals with disabilities to learn the same information as other students. The only difference is that these students have access to technological aids that support their learning. With new software opportunities, online e-books and other great resources the individuals with disabilities have come a long way. As I prepare to become a teacher, I will always be cognizant of how important and helpful it is to use assistive technology to meet the needs of every learner in my classroom. Chances are that you may have a student or students in your classes who have physical disabilities and need assistive technology to help them with learning. Often, the teacher needs to be the advocate for these students and make the administrators know what is needed to accommodate the students. It's worth knowing sites where you can go to get good information.


 * Link to Bernstein, Page 2**