EDET 637 W9 Reflection

This has been a crazy week for me, I had surgery on Monday and I am still getting my wits about me. L This week we used the UBD template for our two-week teaching project. I have limited exposure of the template outside of class assignments. I like the formats and it does help organize my thoughts. My teacher friends tell they use templates for their learning lessons all the time. I was not sure if I should use the school provided standards or use an adult one. Therefore, I am combining some of the attributes of both.


This week I learned from my peers that most of them were challenged too. I liked the different approaches I saw.

  • Kendra talked about her opinion about not including assessment grade as part of the grade book (I agree)
  • Shauna introduced us to the NWEA Skills Navigator which has a great reporting tool
  • Chelsea talked about Classroom Poll App, which is another great assessment tool


EDET 637 Week 9


Essential question: What assessments will I use in my UBD Unit, and what is the purpose of these assessments?

My degree focus is Adult Education, therefore I choose a quick two-week lesson on how to use Excel. I have another project where I am mentoring my uncle on his new Macbook and Microsoft office suite is one of the programs he wishes to learn. In addition, my husband was asking me about creating a project form where a price list could be used to create an estimate. He is familiar with the program but needs more help. I thought that this was a great opportunity for the Unit teach this week.

My thought is that there would be a few sessions that would go over:

  1. Navigation of Excel
  2. Review some of the basic shortcuts
  3. Introduce of the of formulas
  4. Create additional spreadsheets with formulas calling other cells

Because I know the subjects that I am teaching, my assessments can be tailored. However, I will create the assessment after I build the lesson plans and goal for this project to ensure that my assessment is aligned with what I am trying to teach. I will have the subjects watch a few videos to ensure that have some exposure to the program:




Some of the assessment questions will be (on a scale of 1 (no experience) – 3 (proficient):

  1. How familiar are you with the navigation of Excel?
  2. Do you know any of the basic shortcuts?
  3. Have you seen the formulas that can be programmed?

I will use the National Education Technology Standards for Students (NETS) and ESL/EFL Teachers of Adults Framework Domains.



ESL/EFL Teachers of Adults Framework Domains:

  1. Planning
  2. Instructing
  3. Assessing
  4. Identity and Context
  5. Language Proficiency
  6. Learning
  7. Content
  8. Commitment and Professionalism




Shores, C., & Chester, K. (2009). Using RTI for School Improvement : Raising Every Student’s Achievement Scores.Chapter Two: Selecting and Implementing Ongoing Assessment. Thousand Oaks, Calif: Corwin. Retrieved from: http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=473693&site=ehost-live&ebv=EB&ppid=pp_34

James Popham, W. p. (2014). Criterion-Referenced Measurement: Half a Century Wasted?. Educational Leadership, 71(6), 62-68. Retrieved from: Egan Library http://egandb.uas.alaska.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94925708&login.asp&site=ehost-live

Tesol International Association. (2008). Standards for ESL/EFL Teachers of Adults (2008). Retrieved on March 24, 2017 from: https://www.tesol.org/advance-the-field/standards/standards-for-adult-education/standards-for-esl-efl-teachers-of-adults-(2008)

Tesol. (2008). Standards for ESL/EFL Teachers of Adults Framework. Retrieved on March 24, 2017 from: https://www.tesol.org/docs/books/standards-for-esl-efl-teachers-of-adults-framework.pdf?sfvrsn=0


EDET Week 8 – Reflection

This week we talked about brain-based learning. I love that we are now looking at how different we all are and that one lesson does not work for everybody all the time. The movement toward DI is a much needed one. I love that educators are more mindful that students need more physical learning and breaks (as Fullan explains) in between lessons to promote maximum learning.


This week I learned from my peers:

  • Mariah – talked about how she gets her students to emotional states ready for learning
  • Gerald – talked about how the uniqueness of the physical brain and DI
  • Shauna – talked about the need to continue to try different approaches until she finds one that fits her class


EDET 637 – Week 8

Essential question: What is brain-based learning and how can it inform differentiation? 

Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development—how students learn differently as they age, grow, and mature socially, emotionally, and cognitively” (EdGlossary, 2013).

 Brain based learning

Brain-based learning is centered on the science of learning versus the notions of how we historically thought the learning process was. When educators fully understand the learning process, they can then streamline the process. According to Portland.edu, below are tips that can help teachers encourage brain-based learning by:

  • Keeping diverse learners engaged (DI)
  • Creating a richer learning environment
  • Offer valuable feedback that can lead to deeper understanding


Educators must keep all levels of students engaged, meaning allowing for Differentiated Instruction. They must stride to create lesson plans with real world material. Also include a feedback session where further discussion can happen to allow for a deeper understanding of the classroom topics.


Jensen further supports these tips in the following statement: “Brain-based education is best understood in three words: engagement, strategies and principles. You must engage your learners and do it with strategies that are based on real science.”


Principle to Strategies for Brain-Based Learning (Jensen, 2013):

  1. Physical education, recess and movement are critical to learning
  2. Social conditions influence our brain in multiple ways we never knew before.
  3. All educators should know the brain can and does change every day.
  4. Chronic stress is a very real issue at schools for both staff and students
  5. Schools are pushing differentiation as a strategy to deal with the differences in learners.
  6. New evidence suggests the value of teaching content in even smaller chunk sizes.
  7. The role of the arts in schools continues to be under great scrutiny.
  8. Humans have the remarkable capacity to display many emotions, but only six of them are “hard wired,” or built in at birth.
  9. There have been stunning strides in rehabilitation of brain-based disorders, including Asperger’s, learning delays, dyslexia and autism.
  10. The recent brain/mind discovery that even memories are not fixed but, instead, are quite malleable is powerful.


The above strategies from Jensen inspire brain-based learning. Breaks like recess are necessary for any students. Younger students are able to get out some unused energy during their breaks which can help with refocus again later in the classroom. I have always thought that the social aspect is so important for students. The social side is like the undocumented lesson plan on how well we are able to develop relationship unscripted. When we are able to self cope and find a place in class where we feel we belong, that environment encourages brain-based learning and other life lessons. Teachers should know that students brains change daily and stress is a factor for everyone. Small group sizes allow for more social interaction and have positive impacts. I love that we have more developments from research of a variety of learning disabilities and the strategies to cope with them.


Below is a link to Edutopia videos on brain-based learning:




Jensen, Eric. Teaching with Poverty in Mind : What Being Poor Does to Kids’ Brains and What Schools Can Do About It. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2009. ProQuest ebrary. Web. 5 April 2015. Retrieved from: http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=301969&site=ehost-live

Jensen, Eric. (N.d). 6 Quick Brain-Based Teaching Strategies. Retrieved on March 8, 2017 from: http://www.jensenlearning.com/news/6-quick-brain-based-teaching-strategies/brain-based-teaching

Great Schools Partnership. (2013, Aug 29). Brain-based Learning. Retrieved on March 8, 2017 from: http://edglossary.org/brain-based-learning/

Jensen, Eric. (N.d). What is Brain-Based Learning? Retrieved on March 8, 2017 from: https://feaweb.org/brain-based-learning-strategies

Staff. (2012, Oct 24). Explanation of Brain Based Learning. Retrieved on March 8, 2017 from: http://education.cu-portland.edu/blog/curriculum-instruction/brain-based-learning-explained/




637 Week 7 Reflections

637 Week 7 Reflections

This week we were tasked with evaluating software and I lead the Twitter session. I could tell that some of my classmates were not as experienced with evaluating software as I am. I looked at Nearpod which I loved. I use Powerpoint often for over 10 years now. It does what I need for presentations. I just started using Perzi for school assignments and love the 3D appeal. I can see how Nearpod can do what Perzi can do and more. I even saw a quick video on Virtual Reality VR field trips which I think is incredible. Great week of learning for me.

  • From my peers:
  • Gerald talked about SAS for statistical math class
  • Rachelle educated me on the Google assessment tool. I had never used it before but will in the future.
  • Chelsea talked about Doulingo. I know of a few people that are using the app and love it.

EDET 637 – Week 7

Essential Question: What is the appropriateness of (the software you choose) to your students, your classroom and your unit?

I choose to evaluate Nearpod after hear some chatter about it from our Twitter session 🙂


This was my first experience with Nearpod. I thought that was a great classroom tool. Tablets are so appealing to students. I loved seeing videos where teachers could put their quizzes on the devices (mostly shown were tablets, but laptops like Chromebooks will work with Nearpod) and the test were instantly graded. Only the student and teacher could see how the student did. I also liked the polling features. I even saw a few virtual reality field trip presentations that were loaded on to the Nearpod program with 360 Cities.

Video is located here: https://www.youtube.com/watch?v=4VliWohdvAg


I thought what a great feature! The possibilities are endless. I think that this a great classroom tool