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Week 5: Universal Design for Learning and Intellectual Disability.

  Universal Design for Learning is a framework that allows for meaningful inclusion of students with an intellectual disability within a general education classroom. Currently, most aspects of UDL are predominantly being researched and monitored within self-contained classrooms by looking at instructional activities for students with disabilities (Rao et al., 2017). Students who have an intellectual disability, also known as ID, are typically placed in classrooms segregated from the general student population. The only time that students with an ID interact with students who do not are at lunch, recess, and/or times where nonacademic learning is taking place. The overall structure of the Universal Design for Learning platform is that it addresses variability in learning by highlighting the multiple ways people process, express, and engage with the information presented (Rao et al., 2017).             The framework is based up...
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Week 3: Motivation To Learn

For this week's assignment, I used the technology tool Infogram to help me out. I was able to successfully create and share an infographic that allowed me to share my takeaways from my chapter highlighting Motivation to Learn and Gura's text. I found this assignment to be refreshing in that I was able to incorporate a lot of my creativity within my infographic. I found this assignment to be challenging as well in that I was faced with a task I have never completed before. I found the information in both texts that I read this week to be extremely valuable and informational, especially after the type of teaching year that I had last year. I have always known and understood that an individual's self-efficacy is vital in determining their motivation to learn. If they do not believe in themselves they are most certainly not going to believe or care about the information I am explaining to them. Providing students with reasons and content with relatability is crucial in fosteri...
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Blog Post 2: The AIW Framework

  Part 1: The nature of Authentic Intellectual Work, also known as AIW, involves the original construct and application of an individual’s combined knowledge and skills. This should not be confused with traditional approaches to instruction and assessment. The AIW Framework does not constitute routine use of facts and procedural knowledge but goes beyond. For example, Authentic Intellectual Work embodies a desire to have success in school but also includes careful studies of a specific topic. There is a convincing relationship between teaching and learning within the AIW Framework. The criteria for the framework is as follows: 1.     Construction of Knowledge 2.     Disciplined Inquiry 3.     Value Beyond School There is considerable evidence from various research that expresses how the criteria, Value Beyond School, is vital. According to Newmann et al., (2007) the value beyond school criterion is vital due to the fact that if a student d...
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EDUC 5313: Blog Post 1

      Hello! My name is Stephanie Tretina and I am in my fifth year of teaching. I started my career in Maryland teaching integrated science to sixth-grade students. I now have had the pleasure of teaching high school Biology in Delaware. I am currently pursuing a Master’s degree in Curriculum and Instruction with a focus in Science education from Southeastern Oklahoma State University. Once I earn my degree I plan on incorporating new strategies and methods learned from my Master’s in my classroom. I also have a desire to one day work for a curriculum developer and help other teachers learn to implement new curriculum strategies.      There are seven ISTE Standard Indicators that are deemed necessary for students to develop. For instance, being an Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator are all the standard indicators that students and teache...
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