Ambiguous Division Instructions UDL Project

Dividing by Repeated Subtractions

The result of division is to separate a group of objects into several equal smaller groups. The starting group is called the dividend. The number of groups that are separated out is called the divisor. The number of objects in each smaller group is called the quotient.

The results of division can be obtained by repeated subtraction. If we are separating 24 objects into 6 equal groups of four, we would take (or subtract) four objects at a time from the large group and place them in 6 equal groups. In mathematical terms this would be: 24-4-4-4-4-4-4.

I found this set of instructions for simple division to be overly confusing. I plan to create a lesson that will explain division using the principles of UDL. I found this example on http://www.321know.com

This is a photograph of the ambiguous sign. There are many NO STANDING signs throughout the city.

UDL Challenge (Before)

I have found many things in New York City to be somewhat ambiguous. For example: subway announcements; subway rules for weekends and holidays; when to hail a taxi or not; and finally, the parking signs. Fortunately, I do not drive in the city. However, I witness the confusion and frustration of people trying to find spaces and avoid tickets everyday. This sign is my favorite, taken literally it has absolutely nothing to do with automobiles. "NO STANDING"
The definition of "STANDING" is as follows according to the New York City Department of Transportation-
The stopping of a vehicle, whether occupied or not, otherwise than temporarily for the purpose of and while engaged in receiving or discharging passengers.

Interview with Dr. Richard Keller

Dr. Keller was very engaging. I wonder, does he often give presentations for other education classes at TC? His insight was very enlightening, I had never considered the opposing needs in regard to city sidewalks. I acquired a great deal of information from this interview including the "true" definitions and distinctions of assistive and adaptive technology. I agree, adaptive does imply that the technology is being altered to better serve the individual. Individualizing is the underlying idea of UDL. I also particularly appreciate Dr. Keller's definition for a disability, "The disability is not within me, it is somewhere between me and my interaction with whatever it is I am trying to do". This statement could be a motto for the disability rights movement paradigm. Finally, in regard to the two versions of "Points to Remember", the second version was far superior. The large print, prominent photographs, and bright colors made the information much more memorable.

What is Problem Solving?

This was a rather amusing article. For me, problem solving has always been an intimidating aspect of both technology and mathematics. However, after many years I have learned that resistance is futile. Perhaps if educators introduced the idea of problem solving in a friendly way students would not be so resistant to the uncertainty involved. In education, errors are unacceptable. The very idea of having to use a heuristic is inconceivable. Students are taught concrete rules that apply to only a specific set of problems. When an unexpected situation arises we are left with only our wits, because the rules no longer apply. I think the advice of breaking the problem down into workable steps is very applicable. This can be linked to the general idea of teaching. In order for a student to fully comprehend a "big idea", the small facets of collective information must be understood.

How People Learn: Brain, Mind, Experience, and School

This chapter does well in comparing the characteristics of novices and experts. Novices seem to be acquiring pertinent information without yet knowing how to organize the facts. Experts have acquired a bulk of information, organized the facts/rules into retrievable patterns, and are capable of seeing the "big picture". The ability to form and recognize patterns, select an appropriate action, and choose necessary steps can be likened to the use of heuristics. Educators should work toward not only supplying the ideas and facts of a subject, but also how to manipulate the information in various situations.

Why We Need Flexible Instructional Media

The section "Reading Text-The Role of the Affective Networks" in chapter three was especially interesting and personally meaningful. I think experienced readers all too often take for granted the ease with which we can attribute meaning and emotion to implied situations within text. I can see very clearly, after reading about how the different networks may or may not be processing certain information, the benefits of including forms of digital media in instruction. While teaching beginning and emerging readers I noticed the varying abilities and proclivities within the student body. I tried to include as many different reading environments (including both traditional and digital media) as possible to accommodate a diverse population. However, I was not aware of the underlying causes for the learning differences. Many individuals have difficulty ascribing emotional value to text. Including multiple types of media would enable students to manipulate the information as needed. This is both an effective and efficient way of individualizing instruction. Giving students the flexibility of modifying instructional content would also increase the motivation to learn and explore material.

What Brain Research Tells Us About Learner Differences

I found chapter two to be very interesting. The brain is considered to be the final frontier, medically speaking, since so little is actually known about this organ. Not long ago, people were placed into one of two categories: right brain or left brain dominant. So, a person could either be creative or analytical. I enjoy reading about the new discoveries, and this is a very rich time for brain research. The implications will be wide reaching in the fields of medicine and education. There was a tremendous amount of information in this chapter. The discussion of the three networks (recognition, strategic, and affective), their functions, the interconnectedness, and the educational significance provided a great deal of insight into the different learning modalities. This information will be very useful for students in both regular and special education settings. The more educators learn about how individuals acquire, retain, and use information, the better classroom instruction will become.

A Short Biography

Hello, my name is Stephanie Harmon. I am a new student at Columbia Teacher's College. I will be working toward my MA in Severe and Multiple Disabilities. I have a fair amount of experience in the education world. I taught both regular and special education in Memphis, TN for three years. Before teaching, I collected various certifications and worked as a paraprofessional across the United States.

On a more personal note, I am married to a brilliant scientist, Michael, and have an adorable though somewhat portly dog named Domino. I am originally from Arkansas (birthplace of the greatest American president). My favorite book is "Of Human Bondage" by Somerset Maugham, and my favorite movies are "Annie Hall" and "Harold and Maude". I listen to jazz, Nick Drake, David Gray, and most recently The Frames. I love to RUN!

I have already learned a substantial amount from this course, as I now have a blog. I hope to learn about strategies that will improve the academic achievement and quality of life of my students.