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Blog Week 5

 In "Universal Design for Learning: Guidelines for Accessible Online Instruction" by Rogers-Shaw, Carr-Chellman, and Choi, they discuss how the Universal Design for Learning (UDL) can be used in more equitable and accessible ways. This model helps the students to assess what method of inquiry and learning will be most beneficial to them. They are able to learn in a way that works for their unique backgrounds and experiences. The UDL process is all about differentiation, and seeing students on an even playing field with many options for growth. Teachers designing through UDL should make sure that there are environments for each learner to be successful. If they have individualized needs or accommodations, those should be made readily accessible. Students should also be able to express themselves culturally as part of their education. When designing a course using these principles, teachers should think about all of the different methods of learning and give the students option...
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Blog Post Week 3

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  Narrative      The infographic above connects information from all three texts regarding instructional design, environment, and their connection to retaining knowledge. Chapter 5 of the "How people learn II" text walks through techniques that will allow students to best achieve maximum learning. Some of the best practices mentioned are retrieval, spaced and varied. Overall, the theme throughout the text was that engaging with material in different ways will help students recall and retain information in meaningful ways. The Gura reading stresses the importance of creating an environment for learning and creating. Students should be able to learn in a space where they are able to express themselves comfortably. If they are stressed because of environmental factors, their recall and retention will be impeded.       Once teachers have created a stable environment, their meaningful activities should be based around the technological and content area...
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Blog Post Week 2

     Authentic Intellectual Work is grounded in the fact that it is not just routine use of facts and knowledge. Students should instead find ways to utilize the learning standards in the way that they would in the workplace. They are applied more deeply in constructive problems to be solved. In much of traditional education, students are instead expected to merely regurgitate information and recite memorized facts (Newmann et. al., 2007, p. 3).      Authentic Intellectual Work is made up of several components for successful application. An individual must be able to construct knowledge. They should be able to take knowledge that they currently have, then organize and synthesize it in new ways to solve everyday problems. Successful application is also dependent upon disciplined inquiry. The individual takes their prior knowledge, then deconstructs it through various forms of questioning, and finally presents the information in one of many forms of communica...
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Blog Post Week 1

 Hello! My name is Logan Kelley, and I'm a choir and theatre teacher in Northern Utah. I'm in my second year of teaching middle school, and I adore this age group. Half of my day is spent with choir classes, while the other half I teach three levels of theatre and direct the school productions. My undergraduate degree is in music education with an emphasis in choir. Because I teach theatre, I need to be certified in that as well, which is why I ended up in this program. I am involved with professional theatrical productions throughout the community where I music direct, play piano, and occasionally act on stage. Currently I'm the music director for the theatre department at Utah State University. The global ISTE standard 1.6.b asks that  Students create original works or responsibly repurpose or remix digital resources into new creations. To demonstrate this standard, students could learn how to translate their stage acting skills to digital methods. They would practice wit...
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