Final+Team+Reflection+for+Group+Porject

Scenario Reflection
  Early in the project our team determined to utilize several processes to develop our plan. One of the first processes was to identify the key questions we needed to address. We began by identifying the strengths of within our group and each team member took on responsibilities to move forward. The skills we covered as a team included understanding how students learn using the brain-based learning concept. We made certain we were familiar with Universal Design for Learning (UDL) standards developed by the Center for Applied Special Technology (CAST) and had a working knowledge of the IDEA Amendment and State/National Standards. Team members also volunteered to serve in specific roles, the plan began to develop and the tasks were outlined. The roles that were essential to the project were in the areas of ensuring the technology-based learning activities were research-based, development, implementation and assessment of the program. In addition to the items mentioned previously, the team also determined the grade, content area, learning activities and professional development material.   During our brainstorming process we elected to focus on the 9th through 12th grades in a Health class. Our class was to consist of 30 students with a wide range of unique needs under the direction of a teacher in need of technology training. The decision to work with Health for the high school students was based on the depth of resources available to us utilizing our team members. As a team, we felt the course offered flexibility in gathering materials, examples, and real-life stories that would relate to the students and the parents, and that it was not only a topic of interest in current society but also a topic that is a crisis in our schools today. Not only did we feel secure in the reasons we selected this topic but we also felt it provided a number of options in the area of technology integration for a teacher with limited computer skills. In short, we felt this was the best possible answer for the team, resources, students and teacher.  Upon choosing our unit topic, we developed UDL lessons, eBooks, and finalized our plan of action for completing our task. Each team member worked to ensure State and National Standards were followed using the Technology Application TEKS, The National Visual-Arts Standards and the ISTE NETS-S elements. Our team used multiple forms of communication including email, Skype, Google discussion, phone, discussion board and colored coded entries in our team Google site. During the communication process, we created a professional development plan that would introduce our teacher to a host of resources to expand his/her knowledge of computer skills and assist in the integration of technology into the lessons. We provided Modeling, Co-training, Mentoring and professional development for the teacher’s training in the form of UDL lessons with activities complete with the recognition, affective and strategic networks.   In the final stages of the plan, we addressed the assessment of our action plan by gathering evidence of understanding through observations of student engagement, integration of UDL lessons, student-centered learning activities and technology-based learning activities using research. Driving the activities was the need to meet the diversity of the students in the classroom. The ability differences were low level to high level and learning differences included gifted and talented and hearing and visually impaired students. The range of ability and learning differences of the students was a challenge, especially in light of utilizing technology successfully in the classroom. Lessons, technology-based learning activities, audio, video, text, teacher guidance, demonstrations, Braille devices, text to speech, and sign language interpreter will be some of the activities utilized to address the needs of the student and the teacher. The use of technology applications and 21st Century technology trends were used to address the unique students' needs in this classroom and to ensure learning.   In closing, the evidence of understanding by the students will be realized by following the rubrics, watching the students share ideas, watching the teacher do the presentation, seeing a working relationship between the teacher and students, successful class work and the achievement of the standards. Each team member played a unique role and provided several key elements in the development of our final plan to resolve the scenario presented to us during this course work. This reflection is a brief synopsis of the team effort and group work accomplished during our Team Project. Our team members, Lynda Hoffpauir, Nanette Chapa, Alma Godoy, Jesse Cole and Greg Kelly, all believe that collaborating on this project was extremely beneficial because it provided us an opportunity to role model a potential real-world situation. We hope to recall this experience if we ever find ourselves in this role in a school district environment. ||
 *  EDLD 5364 Teaching with Technology course included a team project to resolve a scenario built around the concept of providing education technology in the classroom. Our team consisted of the following members: Lynda Hoffpauir (team leader), Nanette Chapa, Jesse Cole, Alma Godoy and Greg Kelly. As a team we were able to collaborate and develop a plan to address the needs listed in the scenario. As individuals we were able to offer a wide variety of talents, skills, expertise and knowledge to complete the task at hand. Our goal was to resolve the scenario with a plan that not only presented the best possible solution for the students but also addressed the technology challenges the teacher was facing.