Supporting UDL and the Common Core Standards with Interactive Whiteboard Systems


Check out what other teachers from your area and across the country are saying about this course.

New York (ASPDP)

“The Universal Design for Learning principles helped me to understand different ways to develop my lessons to reach all of my students. I need to always think of how I am presenting my material, how the students are expressing what they are learning and how they are actively engaged in the activity. It is important that I use the different principles to adapt my lessons to meet the needs of all of my students. During this course I also learned many valuable Whiteboard skills that I will use daily in my class. Some of the skills that I will use often are screen capturing and spotlighting. I will use the spotlighting in conjunction with my document camera. I can place a document under the camera and “zoom in” on a specific place using the spotlight tool. I knew how to use the basic pen tools, but I learned about the magic pen and how you can use it to move selected objects around. I also like how you can add hyperlinks to your lessons for easy access during the lesson. I also learned that there are many images in the gallery that I could have easy access to including maps. These images and maps will enhance my lessons. These are just a few of the skills that I learned, but will be using daily!” (ASPDP, 2015)

“I learned how to use the Smartboard, and, in particular, Notebook, to enhance my student’s learning experiences. My students have autism. They are visual learners, so the Smartboard is the perfect tool for my students. Most importantly I learned how to use many of the Notebook tools. I never knew how to use the Gallery. I didn’t realize what was available in Gallery, and how many interactive tools there were. Gallery is probably of the utmost importance to me. It will help me with all my ELA, math, science and social studies lessons. Using interactive tools such as rulers and thermometers is extremely helpful in teaching my students how to do measurements and how to interpret information. Mixing these items with the various websites and photographs that are out there makes the learning experience much more enjoyable for my students, and it engages them in a positive manner. It also allows them to visualize and manipulate items more easily because there is not as much fine motor coordination involved. The use of Gallery and Google also allows me to create visual worksheets that are interactive and that be easily manipulated and maneuvered. I really enjoy using the Smartboard. I will continue to play with it, and learn its usage at my own pace.” (ASPDP, 2014)

“I learned many skills I could use in my instructional practice to both motivate and engage my students during the instructional process. I have learned to mark up and edit pieces of writing during my writing process. I’ve learned to use the interactive math tools in my math instruction which is so much easier when modeling concepts to your class. I love that I can annotate over images, text, video stills and webv links to support and model deeper level thinking across the board in my classroom. I also have acquired the knowledge of integrating physical education, musical notation, and the arts if I ever have to incorporate it in any of my future lessons. I will definitely utilize the skills of annotating text in my class since I teach ELA for two periods, in addition to the interactive math tools for math instruction.” (ASPDP, 2013)

“UDL III. Provide Multiple Means of Engagement 9: Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection. Writing Standard W.ccr.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Students will create a book cover based on the book Wonder by R.J Palacio. They will create in notebook, borders with color and bring an image onto the notebook page. They can use the magic pen colors to create the title of the book and the author’s name. After completing the book, students will write a reflection based on the character Auggie Pullman who was born with a facial deformity. The UDL design will be followed and the writing standard for this lesson. Reflection: After completing this assignment, the students were very creative designing book covers. They used multiple borders, colors, and designs in notebook. They completed their reflections based on the character. In completing this assignment, I reflected on how much more I need to practice the lessons in these videos to enhance my skills in notebook, so I may be able to create optimal lessons and assess my students. I realize that notebook has so many amazing features that I will get better at will practice. One success I had was to learn so many different aspect of notebook and troubleshoot things with my students because they were also very good with notebook. I used IWB for almost every math lesson this year. I will incorporate notebook when planning my lessons for the year to come, see what works and what does not. I will evaluate my lessons and teach newer students notebook too.” (ASPDP, 2014)

“I learned a lot as a result of this course, i.e. skills include, how to move, rotate, lock, objects, implement, web sites, videos, sounds, use the document camera, magic pens, etc.). I learned a variety of ways to implement the white board and internet in my lessons. As a teacher in a 6:1:1 classroom, I use the white board a lot, and use a lot of visuals, audios, videos, and music throughout my lessons and activities to address the needs of my students. Taking this course allowed me to learn different ways to do all of these things in various subjects and really bring the content of my instruction to life and make it a hands-on, motivating, and engaging experience. I will take what I have learned from this course and try to use them in my classroom during instruction.” (ASPDP, 2014)

“The following lesson is designed for a 7th grade Social Studies class. Students will compare the regions of the New England, Middle and Southern colonies to answer the following: How does where you live affect how you live? Performance task: Students will create travel brochures designed to persuade new settlers to settle in one of the regions. Common Core Learning Standard: Reading Standards for Literacy in History/Social Studies 6-12: 7-Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital text. UDL Principle: 3 Using the notebook gallery and the internet the students will view maps, photographs and illustrations of the original 13 colonies. Using Google earth and the weather channel, students will learn more about the geography and weather of each region. Students can also measure distances between the regions and compare temperatures. After creating a table of the 3 regions, students can write information on the smart board system to create a master class organizer. Using the screen shade or the highlighter, I will focus on specific information. Students will take part in a jeopardy game to assess their knowledge of the regions. Students will view examples of travel brochures on the smart board. One thing I learned about my practice in designing this lesson is that it takes time to incorporate the smart board activities but it is well worth it in the end. I believe these activities are engaging and the differentiation serves the needs of students with different learning styles. One challenge f this lesson is the time it takes to prepare it. The success is that once it is stored, it can be used again or it can be easily modified. One new thing that I would like to incorporate into my regular teaching practice is using a document camera.” (ASPDP, 2014)

“As a result of this course I believe I am more capable and more comfortable in using the white board system as it was intended to be used. In the past, it served more as a projector screen than an interactive tool. The more I practiced with the notebook tools, the more adept I became. I believe that these skills will make a positive impact on my teaching because students react with enthusiasm and are more engaged when technology is a component of the lesson. I look forward to practicing and implementing many of the skills I have learned in this course.” (ASPDP, 2014)

“I enjoyed taking this course. I learned how I can include the interactive whiteboard within any lesson. I liked how this course clearly defined how the whiteboard could be used across content areas and differentiated for the students in my classroom based on their needs. The many features and tools of the interactive whiteboard really allow for student engagement. Students were definitely more motivated to participate when I used the whiteboard and included tools where they could touch the pen, click a link, use the spotlight, etc. As a result of taking this course, I plan to use the whiteboard more often in content areas. I usually use it for reading and writing, but would like to include more math, science, and social studies as well. Students are more focused when I use the whiteboard and it allows for more lesson components (pictures, videos, graphics) all at the touch of the pen. I plan to continue using the whiteboard to include links, photographs, videos, the revealer, and spotlight. These have become features that I use regularly within my whiteboard lessons.” (ASPDP, 2013)

“An English Language Art lesson for phonemic awareness was used for this white board lesson. The standard used was Literacy RF.K.2D (isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three or four phoneme words. The class was a 12:1:1 standardized class made up of kindergarten and first grade students. There was a grid on the board with seven pictures and students took turns going to the white board to classify the words and drag the picture to the side of the board for initial /d/ or initial /m/. The UDL Principle used was Principle 1 (Representation) : used for having engaging picture symbols and colors. Principle 3 (Engagement) was also used for using an interactive white board and taking turns to keep students fully engaged throughout the lesson. This lesson was differentiated for lower functioning students by levels and prompts. This activity was done two times. Students who went in the first time around did the activity with verbal prompts and independence. During the second time around, students who did not have a turn yet, were asked to go after they received a model from their peers on the first round. I learned here in this lesson about using the white board to upload pictures, save them as files, then use them to complete this activity. This was a challenge at first and a bit time consuming to find appropriate pictures, saving them to the system, then making a template. I just needed to get used to it and I find the more I practice, the more sufficient I become in applying these skills taught. As opposed to doing this activity as table work, the white board allows for the whole class to work together collaboratively, and talk together to solve problems and complete tasks. If it is a students’ turn and he or she needs help, they are encouraged to apply proper social skills and ask their peers for a hint. The white board is also motivational, it keeps students engaged! One new thing I will incorporate in my regular teaching routine is using this lesson again with different phonemes and using the white board more often!” (ASPDP, 2013)

“This course was helpful for giving an introduction to using the white board. I did not have much prior experience with the white board before taking this class. I learned different terminology about the white board and learned several key features that I never even knew existed before! I think that now I have a basic set of skills to use the white board more often and with more confidence. Even if I do not remember all the features and tool discussed in the videos and written out in the lessons, I can still refer back to this online class at any time to refresh my memory. I typically use the white board for lessons such as ELA and mathematics but this course taught me how to apply the white board to other academic areas as well. I really enjoyed learning about the weather lesson for science and the music lesson as well.” (ASPDP, 2014)

“I taught a lesson to my fifth graders on multiplying fractions. We discussed fractional part of a group first. I used the document camera to show 20 counters and discuss how we could make them into equal groups. I used the video to show the steps to figure out fractional parts if a group. The students’ assignment was to take pictures or find objects in a magazine of items they noticed that could be grouped. For example, one student brought in a picture of stamps. We noticed that some were canceled and some weren’t. We made a fraction out of this example as well as the other pictures the students took or magazine pictures they cut out. The standards for this lesson is CC.5.NF.4a. I learned that the students were more actively engaged in the lesson with the smart board and document camera. They enjoyed seeing their photos or magazine clippings up on the screen and were more eagerly excited to complete the task. One of my challenges were that it takes preparation to get all there pictures downloaded into notebook but it was definitely worth it with the excitement the students had. I will definitely incorporate this into my lessons.” (ASPDP, 2014)

“I have learned so much in this course and feel so grateful to have gained these skills. As much as I felt that I knew my Interactive Whiteboard System before this class, I now realize that I was using maybe 1% of the available features! I am eager to implement these new skills and features on a daily basis. Two of the best features that I learned about were the area select and free select features. So often I want to pull out one piece of information, and I find that I end up just zooming in or drawing a box. Being able to pull out one piece of information will help kids to focus on that. Additionally, the spotlight feature is remarkable because of the same concept. I learned so many ways to use my document camera, rather than simply using it as a projector. I can’t wait to begin a new school year next year with these pieces in place. But overall, I learned that the Interactive Whiteboard System provides a beautiful way to support kids and their various needs. Through studying the Universal Design for Learning, I was able to make connection between the different applications and the guidelines for support and differentiation. I feel like I am a better teacher now just having studied the UDL and thinking through ways to implement it. I will be much more mindful of this in future lessons plans, for it will help to shape my teaching. I am so appreciative of all I have learned!” (ASPDP, 2014)

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