Jessica+Coruzzi

This is Jessica's page.

**Responses/Reflection to Learning Styles and CAST Website Resources**

Upon completion of the learning styles survey, I was reminded of how closely my learning style is related to my teaching preferences. Many of the suggestions were strategies I already used and found effective while in college. It did put a name to the suggested strategies, emphasizing that having visual cues are extremely helpful to me. I find that interesting that you tend to teach in the same manner in which YOU like to learn. At first glance, the CAST website was a bit overwhelming, but having a specific purpose made navigation more manageable and helped me stay focused. I found many of the UDL tools extremely useful, my favorites being the online book reader and the Ghotit tool. The online book reader reaches so many of our students whether it is ESL, struggling reader, or auditory/visual learners. Being able to use the online books in class will make in-class reading so much more effective, as the students are provided with choices and the results yielded will be optimal. The Ghotit tool seems to be marketed for dyslexic students, but I found great value in the tool’s ability to detect a word that is spelled correctly, but used incorrectly; something that Word’s spellcheck feature cannot do. Through completing the group activities, it really highlighted for me the individual talents that students can contribute to a group effort, as well as coordinating assignments according to interests in the class. You could give students a group project, and before they begin, ask them to identify some of their interests and/or the skills they may have that would contribute to the success of the project .I, myself realized that I had some talents that could serve well when working on some of these group projects. The networking activity mentioned that if students are hungry or tired, their observations may not have been detailed or specific. Keeping factors such as these in mind is huge, especially for early classes, or classes right before lunch. I plan on sharing CAST with my colleagues at the department level first, then possibly at the school level. CAST could be integrated into our professional learning communities (PLCs), and this information could likely be presented for professional development on an in-service school day. I would like to explore more with reading skills and CAST, to be able to reach all of my students. I think some of my lower level, special education classes could benefit greatly, leaving them feeling empowered and in charge of their learning.

Initially, I was skeptical about having a class take a “virtual” field trip. After exploring the sites, however, I believe that some of these experiences could actually be //more// educational and inspiring than the traditional “school bus” field trip. Because these interactive sites contain many layers, the student is in charge, creating their own itinerary. Having guiding questions can ensure that students are digging deeper and learning, but there is still room for students’ individual interests to be considered with these virtual experiences. I also love the nautical knots challenge for students because it adds a “souvenir” to the trip, leaving students with a tangible reminder of the learning experience. The knot activity also creates buy in; the student can relate to the people of this time, if only for a moment. I'm so glad you said this and enjoyed the knot tying - some students think it's kind of a hokey activity.

One of the first novels my ninth graders read is //To Kill a Mockingbird// by Harper Lee. I think having students take a trip to the 1930s in the south/Scottsboro trial, as well as the Civil Rights Era would be beneficial to their understanding and appreciation of the novel. By allowing them to explore some of the imprints in our history and learn about first-hand accounts, they are looking at the historical context in a meaningful way. There are so many good sites about the Civil Rights Era and sites with pictures, interviews and other elements of society during that era. I think it would enhance teaching the book.



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 * Technology Standards Voki -** regardless of our technical problems, this is a nice job here, Jess.


 * ToonDoo**

Texting and driving is a concern today, but so is texting in the halls at school. This toondoo aims to humorize technology use by today's digital natives. So true and creative, too!

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As a teacher, I can sometimes be a bit of a perfectionist when planning a lesson or a project. It is only natural, then, that I would expect my students to put the time and effort into //their// finished products as well.
 * Reflection: Glog Assignment**

I’m sure many teachers have assigned the “poster” presentation. We imagine our students bringing in posters that are evidence of hours of work, bold, bright letters, clear visuals, maybe even a little glitter. Some students do invest this kind of manpower in a poster, but many posters come back in pencil, visually unappealing, or worse, looking like they were completed in their last period class. That's because they probably were!

Glogster changes this for students and teachers. Posters made in Glogster immediately exude professionalism, the importance of which, I continually stress to my students. Students can create something that speaks to their presentation taste and style, and can use as little or as much extra added effects as they see fit. Being able to use video and audio is an added bonus. I don’t know that I will ever assign a traditional “poster” assignment ever again. Students like the opportunity to use the multi-media to produce "professional" looking projects. Besides, designing online is fun!

I cannot wait to introduce Glogster to my students, and plan on using Glogster for an interactive look back at the historical context of //To Kill a Mockingbird.//

The first novel my students read at the start of the school year is //To Kill a Mockingbird// by Harper Lee. My students come to me with knowledge of the past, but I think it is vital that they really take a closer look back at history to understand how it influenced not only the writing of this classic novel, but how it can also influence their deeper appreciation of the themes presented. I could show a video on segregation in the south, but students’ attention span is limited in ninth grade.
 * Final Project: Overview**

I decided to assemble a variety of video clips, music, and photo collages in a glog. The glog delivers the information in a creative and accessible way to students. Students can “travel” to each spot in the order of their choosing, and repeatedly, if they need a second glance at something, or need to hear something again. I believe that the glog provides them with a virtual experience; it incorporates technology, and appeals to multiple learning styles. I also like the idea of using this learning tool as a means of introducing the glog for them to create personal glogs in class at a later time. Hopefully knowing that //I// created it with the program will motivate them to want to play with the software and use it to convey their learning or share a presentation with their peers.

As a follow-up, I would likely facilitate a class discussion on what the most powerful message was, or what they took away as new information. At the very least, I think it would be important for students to reflect (in possibly a journal-style entry) on their reactions/feelings about the facets of the south in this time period. Students will surely be in a position to engage in richer discussion of the novel after receiving information from this glog.

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 * Follow-Up Activity**