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UDL & Central Tendency (Week 5 Blog)

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 In the article by Basham, Smith, and Satter (2016), the idea of moving instruction towards a more accessible approach within a digital learning environment is discussed. The specific framework is known as the Universal Design for Learning (UDL). While traditional accessibility features (captions, text-to-speech, etc.) help students access the content, they do not always support actual learning. To address this issue, the researchers created the UDL Scan Tool, which evaluates whether digital learning materials provide multiple means of engagement, representation, and expression to meet the needs of diverse learners. The study found that evaluating learning materials through a UDL lens might help educators select resources that better support all students, including those with disabilities.  This article relates to my lesson on central tendency because I aim for my students to grasp the content well without running into major issues that require large accommodations, essentiall...
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Central Tendency Lesson Plan (Week 4 Blog)

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 This week, I used Magic School AI to create a lesson on central tendency for a 7th-grade math class. The link to view the lesson is listed below: https://app.magicschool.ai/tools/lesson-plan-generator?share=bbe71b1e-7afb-4c8f-b231-b8004aebd349   Part I     The lesson provided a basic design that would be adequate for teaching a class. Although I have an issue with how lackluster the lesson was. Central tendency is one of my favorite math topics/lessons to teach, and I was bored out of my mind reading the lesson plan. There was little creativity in the lesson, and no mention of technology integration. With how kids are nowadays, there has got to be some sort of technology integration, or they will lose interest fast.      Regarding rigor, there is little to no. The lesson is focused more on procedural functions. To amend this, I feel that inserting your own questions that require students to analyze, justify, and communicate their thinking would provid...
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Processes that Support Learning (Week 3 Blog)

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Learning is impacted by many processes that help students acquire, retain, and apply knowledge. Chapter 4 of How People Learn II explores how executive function, self-regulation and metacognition, and reconstructive memory support student learning. The graphic below spotlights some of the key concepts from the chapter, as well as their influence on curriculum design. The discussion of creativity by Gura and Rivero is also linked to the chapter, as are the ISTE standards. Together, these ideas show just how successful learning environments can be when creativity/independence are the main focus.  Executive function, self-regulation, and memory are vital processes that support student learning. When combined with opportunities for creativity, certain technology tools, and student-centered practices, all help learners become more engaged and successful in their own learning.  Resources (2020). The Arts, Creativity, & Technology [Review of The Arts, Creativity, & Technology...
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Learning With A Purpose (Week 2 Blog)

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Part I     From the beginning of my teaching career, I have heard the exact same quote so many times: "When will we ever need to use this in the real world?" Many students struggle to stay engaged with a curriculum that is not meaningful.  This is not always the case, though. In 2007, the AIW framework was created. AIW, authentic intellectual work, is the model of students completing tasks that actually mean something. These tasks are heavily based in the real world so that students are not guessing as to 'why are we even learning this?" This framework is very different than the traditional model, which is mostly centered around memorization of facts. To see the difference between the traditional and AIW model, a math assignment aligned to each framework will be compared and contrasted. A traditional math assignment that you will see in many classrooms across the country will be a 20-question assignment about solving percentages, such as 'What is 20% of 93?'....
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Cost of Living (Week 1 Blog)

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     Hello! My name is Harli Clem, and I am a certified teacher in Oklahoma. I was born and raised in Randlett, Oklahoma, and I currently teach at Grandfield Public Schools. At my school, I teach a wide range of subjects, including high school Physical Science, Biology, Chemistry, 6th-grade Science and Social Studies, and middle school math. On top of teaching, I also serve as the assistant softball coach, academic team coach, and assistant cheer coach. I teach at a very small school distri ct with around 200 students across campus, which allows me to take on various roles and responsibilities. I am currently very happy with where I am with the opportunities I have been given. However, I aspire to become a high school math teacher and potentially a college math professor and college softball coach one day.      The ISTE standard that I have chosen is 1.7.b Global Collaborator. This standard relates to working with others to solve a task from multiple viewpo...
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