Wikispaces

• Blog post that includes a screenshot of your Wikipedia contribution, an explanation of what you added, and a link to the Wiki you created at Wikispaces or another site.

Flintsouthwestern Academy is the jr high and highschool I went to, being a former cheerlearder, I couldn't help but notice the school mascot and school colors were missing so I added them at the end! 

http://en.wikipedia.org/wiki/Flint_Southwestern_Academy#References

UDL Guidelines - Educator Checklist

The Universal Design for Learning (UDL) Guidelines, is a form to help educators address the features and barriers of the one size fits all curriculum.  Using three primary principles to provide structure.

• Principle I: Provide Multiple Means of Representation (the “what” of learning)
• Principle II: Provide Multiple Means of Expression (the “how” of learning)
• Principle III: Provide Multiple Means of Engagement (the “why” of learning)

UDL Guidelines – Educator Checklist
I.        Provide Multiple Means of Representation:	Your notes
1.       Provide options for perception
1.1  Customize the display of information	Barrier: Not a variety of ways to display information
1.2  Provide alternatives for auditory information	Features: provide recordings of the instructor’s voice
1.3  Provide alternatives for visual information	Features: provide diagrams and mind maps for visual learners
2.       Provide options for language and symbols
2.1  Define vocabulary and symbols
2.2  Clarify syntax and structure	Feature:  teachers to develop a curriculum that will make computer science and engineering fun for students
2.3  Decode text and mathematical notation	Barrier:   develop a curriculum for mathematical notation and how it relates to STEM
2.4  Promote cross-linguistic understanding	Feature:  STEM (Science, Technology, Engineering, and Math)
2.5  Illustrate key concepts non-linguistically
3.       Provide options for comprehension
3.1  Provide or activate background knowledge	Barrier:  There is not enough background knowledge of STEM
3.2  Highlight critical features, big ideas, and relationships	Feature:   Students will learn how to use technological operations, understand scientific concepts, critical thinking, problem solving, and decision making
3.3  Guide information processing
3.4  Support memory and transfer	Barrier: There are no supportive resources to backup my curriculum.
II.      Provide Multiple Means for Action and Expression:	Your notes
4.       Provide options for physical actions
4.1  Provide varied ways to respond	Feature:  students will have the task of creating their own project at the end of the course with their group members
4.2  Provide varied ways to interact with materials	Feature:  analysis and reflection with classmates, as well as using Edmodo, and recall & recognition to interact with material
4.3  Integrate assistive technologies	Feature:  using Edmodo Barrier:  There can be more assistive technologies used and demonstrated in this curriculum
5.       Provide options for expressive skills and fluency
5.1  Allow choices of media for communication	Features: Set up Edmodo to ease of learning
5.2  Provide appropriate tools for composition and problem solving	Barrier: The effects that achieving the goal will have on the learner can be elaborated on.
5.3  Provide ways to scaffold practice and performance
6.       Provide options for executive functions
6.1  Guide effective goal setting	Feature: Test and quizzes will demonstrate recall and recognition
6.2  Support planning and strategy development	Feature:  This lesson will give the teacher a fun, practical way of teaching computer science and engineering to students of all ages through an attention-getting, humorous or curious manner that relates to the useful information in your lesson
6.3  Facilitate managing information and resources 6.4  Enhance capacity for monitoring progress	Features:  Learners will recognize that engineering is similar to other sciences in terms of its flexibility, reliability, applicability, and usefulness in real world settings. This course will help to take the negative stigma of engineering being a difficult course for only “smart people”, and will help learners to recognize that engineering concepts can expand across disciplines.
III.    Provide Multiple Means for Engagement:	Your notes
7.       Provide options for recruiting interest
7.1  Increase individual choice and autonomy	Feature:   Students will learn how to use technological operations, understand scientific concepts, critical thinking, problem solving, and decision making
7.2  Enhance relevance, value, and authenticity	Feature:  content and activities will have meaning for the learner
7.3  Reduce threats and distractions	Features: Edmodo
8.       Provide options for sustaining effort and persistence
8.1  Heighten salience of goals and objectives
8.2  Vary levels of challenge and support	Features: Based on skill level students should have a basic math, and some science
8.3  Foster collaboration and communication	Features: Hands on assignments and group assignments and be encouraged to work in groups
8.4  Increase mastery-oriented feedback
9.       Provide options for self-regulation
9.1  Guide personal goal-setting and expectations	Features:  Three oral examinations that students will be expected to show competency in technological theories during the semester
9.2  Scaffold coping skills and strategies	Features: The teacher will teach the students how to research there projects about patents, copyrighting, and technical data packages.
9.3  Develop self-assessment and reflection	Features:  Three oral examinations that students will be expected to show competency in technological theories during the semester