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Kari Peterson Week 5

  I read the article Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials . Due to the increasing use of K-12 online education and learning, it was necessary to evaluate the lessons and programs that are being offered, especially for students with disabilities. The prepackaged materials that comprise most of the online learning systems need to meet the needs of all students. The role of the teacher varies depending on the blended or fully online learning experience, but when a teacher is not an active part of the learning process, then it can greatly affect the outcomes. The creators of the UDL Scan tool wanted to move past the basic accessibility, which was typically accommodating some physical disabilities, but in order to reach all students, other aspects of the online programs and lessons needed to be accessed. They wanted a tool that could measure content and curriculum alignment to the UDL framework. They went to great leng...
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Kari Peterson Week 4

Part 1:  The lesson content in the generated lesson is somewhat rigorous in the fact that the students learn not only the name and location of each flower part, but also its function. I like that it has group and independent practice, as well the suggestion to use real life flower examples in addition to visuals, a plant model, and showing a video. However, the lesson objectives/standards that I requested are not the objectives/standards that are targeted in this lesson. I was referring to Oklahoma second grade standards that focus on Phonics and Word Study, and it gave me  a lesson on identifying and describing parts of a plant and their functions. The assessment they suggest is aligned with the lesson procedure/content presented. They do list the ISTE standard that I requested under the Aligned Standards topic, but I’m not sure where they would say they focus on the use of technology besides showing a video. But I do see opportunities where technology could be used to enhanc...
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Kari Peterson Week 3

  Three major points that were discussed in chapter 5 are how people integrate their knowledge at different points of development and in different learning situations, the effects of accumulated knowledge, and strategies for supporting learning. These are important points to consider as we design curriculum so that we are allowing it to reach its full potential. Not all learners are the same, but if we can target students at prime developmental stages, help them accumulate knowledge in a meaningful way, and teach them strategies for support, then we are setting them up for the ultimate learning experience. Infographic Mark Gura says that creativity is an active ingredient of successful students. He says creativity should be a priority for educators. The tools and resources that Rivero provides are a great way to foster creativity in students. One of the interesting studies in chapter 5 was about knowledge acquisition in children and college students and the capacity to integrate un...
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Kari Peterson Week 2

 I have not previously learned about this concept of Authentic Intellectual Work/Authentic Instruction & Assessment. I can compare it to using "real world" problems and scenarios, but I didn't realize the extensive studies that have taken place in relation to AIW. I think it differs from traditional instruction and assessment in the way it approaches learners. Traditionally, teachers want to find the learning gaps and explicitly teach those specific skills that are lacking in order to set a firm foundation for students to build upon. It seems that in the AIW approach that the belief is those skills will be sought after and "figured out" by students in order to complete the task at hand. When students have a personal stake or interest in the problem, they will work harder to find a solution. This is an interesting concept, I can see that to an extent for many students, but I can also see that being very frustrating for others. The components and criteria of A...
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Kari Peterson Week 1

My name is Kari Peterson. I am married, have three adult daughters, two of whom are married, and the youngest one is a junior in college. I am a foster parent, and we currently have a 4-year-old foster daughter and her 4-month-old sister, placed in our home. They have been with us for four months. This is my 15th year teaching, and I am a Title I reading teacher. Over the past several years I have been taking professional development courses to learn more about dyslexia, the science of reading, and best practices to help struggling readers. I would like to have the knowledge, master's degree, and title of reading specialist, to enhance my current teaching position. Creative Communicator indicator 1.6.a asks students to choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.  Students in a 2nd grade reading class could address standard 2.4.W.2 by creating a presentation after reading a book independently. The students...
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