EDUC 5313: Week 5 Blog

 After reading Rao, Torres, and Smith’s article, Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online, I began thinking about how digital tools and UDL can change the way my middle school math students learn, especially those who feel anxious about math. The article explains that online and blended learning can be more challenging for students with disabilities, particularly with reading, staying organized, and keeping motivated. When the pandemic began, teachers had to pick up new digital tools quickly, but the authors point out that these tools are only effective with strong teaching strategies. This matches what I see in my own math classes, where students often struggle more with directions, vocabulary, and how online tasks are set up than with the math itself. The article shares examples like step-by-step visual instructions, text-to-speech, and offering different ways to learn. These made me realize that small changes can help students who already feel unsure about math. I found a few ideas I can use to improve the lesson I’m working on now.

Exploring the CAST UDL website gave me a few ideas for my current lessons. In the Language & Symbols section, Consideration 2.2 focuses on making mathematical vocabulary and symbols easier to understand. Math uses a lot of words and symbols that can be confusing, adding quick definitions, pictures, or short videos can help students understand without getting stuck. Under the Building Knowledge section, Consideration 3.3 is about helping students work through and visualize information. Multi-step math problems can overwhelm students, so using digital charts or breaking tasks into smaller parts can help. Both ideas make it easier for students to understand the material better and give them the support they need to keep up.

When I think about the National Educational Technology Plan, I recognize how UDL can help close the Digital Use Divide. The NETP explains that the divide is not just about having devices or internet, but also about whether students can use technology in creative and meaningful ways. In my math classes, this means giving students digital tools that help them reason, visualize, and solve problems, instead of just giving them answers. UDL supports this by offering different ways to learn and extra support when needed. When students can listen to directions, use organizers to break down problems, and show what they know in different ways, they become more confident and independent. This fits with the NETP’s idea that technology should help all students, not just those who already feel comfortable online.

Overall, this week’s readings fit together really well. The article helped me see some of the barriers my students face, the CAST strategies gave me practical ways to support them, and the NETP showed the bigger picture of equity with UDL. Thinking about these ideas has encouraged me to design my lessons to give all my middle school math students more access, confidence, and engagement.

References:

CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org 

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netp

Rao, K., Torres, C., & Smith, S. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.

EDUC 5313: Week 4 Blog

 Part 1: 

For this week’s activity, I used Magic School AI’s Lesson Plan Generator to design a math lesson titled 8.5I: Writing Linear Equations. The lesson aligned with Math TEKS 8.5I and the ISTE Student Standard 1.3: Knowledge Constructor. I found the lesson comprehensive and well-structured. It begins with a relatable hook using real-world examples, provides direct instruction, and includes clear opportunities for practice and assessment. I feel the rigor was appropriate for eighth-grade students, supporting both conceptual and procedural understanding. The assessment portion was well aligned, offering multiple formats that matched the learning objective.

Overall, the lesson demonstrated strong quality through thoughtful integration of technology and instructional practices. To further enhance the lesson, I would incorporate additional opportunities for creativity and collaboration. For example, students could design their own real-world scenarios and develop equations to model them, thereby connecting mathematical concepts to personal experiences.

In my professional opinion, the Lesson Plan Generator is a highly effective tool for creating rigorous and meaningful lesson plans. Its structure reflects research-based practices, such as those highlighted in "How People Learn II", which emphasizes connecting learning to context and prior knowledge. The generated plan was more than a simple outline; it provided a detailed, ready-to-use framework that I could readily customize to address the needs of my students.

Part 2:

After completing the lesson plan, I explored another Magic School AI tool, the Worksheet Generator. I used it to create a worksheet on the same topic of linear equations. The worksheet included a balanced mix of fill-in-the-blank, multiple-choice, and open-ended questions, along with an answer key. It was accurate, well-organized, and closely matched the content and level of my students. I found this tool highly useful for saving planning time while ensuring alignment with standards and instructional goals. The open-ended items allowed students to explain their reasoning, making them valuable for formative assessment. I anticipate using this tool for review activities, small-group instruction, and differentiated practice.

Part 3: 

Reflecting on this experience, I would consider Magic School AI a valuable resource for both teachers and students. It enhances creativity, supports efficient planning, and promotes purposeful integration of technology. I would recommend it to colleagues, as it enables educators to design high-quality lessons efficiently while maintaining professional judgment and customization. However, it is important to review AI-generated content carefully for accuracy, particularly in mathematical contexts. 

The principles outlined in the Guidance and Considerations for Using Artificial Intelligence in Oklahoma K–12 Schools closely align with my experience. Responsible and transparent use of AI in education is essential, and Magic School exemplifies how AI can support teachers without replacing them. I have also utilized Pear Deck’s Edulastic AI tools to create interactive lessons and assessments, which, like Magic School, enhance engagement and responsiveness in learning. Collectively, these tools demonstrate that, when used thoughtfully, AI can elevate teaching and learning in meaningful ways.

Magic School Lesson Plan:

References:

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

ISTE. (2024). ISTE standards for students.  https://iste.org/standards/students 

EDUC 5313: Week 3 Blog

As a Math Interventionist, a part of my role is to help students regain confidence in math. Chapter 5 of "How People Learn II" resonates with what I see daily. It's about how people build, organize, and use knowledge to make sense of things. For me, this means understanding how my students reason through math problems, not just if they get answers correct.

The first big idea that stood out to me is knowledge integration. Learning doesn’t happen in pieces but through connecting new ideas to prior knowledge. Because of this, I strive to design lessons that connect math to real life. For example, I might use actual store receipts and shopping discounts to teach concepts such as percentages, taxes, and tips. When students see how math applies to their world, it becomes more meaningful.

The next major point is about expertise and bias. As students start to get math, they also start forming habits and preferred strategies. That’s great, but sometimes it means they get stuck on one way of thinking. I’ve had students refuse to try new methods because the older ones feel safer, even if they don’t always work. The chapter reminded me of the importance of helping students stay flexible and curious. We often have “what strategy could we use?” conversations in my class. I want them to question their thinking and explore alternative approaches, rather than just memorizing one way to solve a problem.

The third big takeaway for me is about learning strategies that build reasoning. The book discusses techniques that are particularly effective for math, such as retrieval practice (having students recall facts without notes), spaced practice (revisiting a topic over time), and self-explanation (discussing their thinking aloud). These strategies help my students transition from short-term memory to a deeper understanding. When they can explain why a strategy works instead of just repeating steps, I know real learning is happening.

All of this connects beautifully with Gura’s idea of a creative learning environment. Gura says that creativity grows when students explore and experiment. Creativity in math doesn’t always mean giving projects. It can also mean thinking in new ways and trying different strategies. I try to create a classroom where mistakes are an integral part of the learning process. Digital tools, such as virtual manipulatives or interactive whiteboards, allow my students to test ideas and visualize math in ways that make it less intimidating and more hands-on.

Ultimately, all of this aligns perfectly with the ISTE Standard for Students: Innovative Designer. This standard focuses on students using technology to explore and design solutions for real-world problems. When my students use math apps or digital tools to create graphs, test equations, or design models, they’re not just following instructions but reasoning, experimenting, and building confidence.

 In summary, Chapter 5 reminded me that my job isn’t just to fill in gaps; it’s to help students think like mathematicians. This means encouraging them to think critically, reflect on their ideas, and use their creativity to solve challenges. When they start believing that they can figure things out on their own, that’s when learning really happens.

References: 

Gura, M. (2020). Fostering student creativity. In EdTech Digest: The state of the arts, creativity, and technology 2020 – A guide for educators and parents (p. 7).

Rivero, V. (2020). A whole new class of art. In EdTech Digest: The state of the arts, creativity, and technology 2020 – A guide for educators and parents (pp. 12–20).

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

ISTE. (2017). ISTE standards for educators. https://www.iste.org/standards/for-educators

ISTE. (2024). ISTE standards for students.  https://iste.org/standards/students 

EDUC 5313: Week 2 Blog

 As a Math Interventionist, I’ve been thinking a lot about how to make math more meaningful for my students. They often ask, “When will we ever use this?”. This week’s focus on Authentic Intellectual Work really pushed me to think about how I can design lessons that connect math to the real world in ways that matter to my students. According to Newman, King, and Carmichael, AIW is about constructing knowledge through disciplined inquiry to produce work that has value beyond school. 

Traditional math instruction often focuses on repetition and quick recall. AIW, on the other hand, encourages students to build understanding through exploration and application. It’s made up of three key components: construction of knowledge, disciplined inquiry, and value beyond school. Students learn best when they actively make sense of information, think critically about their reasoning, and create something that has real meaning.

In my upcoming lessons, I’m planning a project that ties directly to Math TEKS 8.3C, 8.4A, 8.6C, and 8.7C. These standards focus on using the Pythagorean Theorem, understanding slope, and relationships in similar figures. For the project, students will design a community skate park. Their challenge will be to calculate ramp slopes and determine safe dimensions using the Pythagorean Theorem. This hands-on, real-world problem allows students to apply math concepts that authentically mirror the way engineers and designers use math outside of school.

This project aligns with the 2024 National Education Technology Plan, focusing on addressing the Digital Use Divide. Many students have access to multiple devices, but rarely use them for learning. Through Universal Design for Learning strategies, I’ll incorporate technology tools that help students visualize and test their designs by using Desmos to model ramps and calculate measurements. Students will also use Canva or Google Slides to create digital presentations of their final skate park designs. This allows students to use technology to create, communicate, and collaborate rather than just complete math worksheets.

This project aligns with Kolb’s Triple E Framework (Engagement, Enhancement, and Extension). My students will be engaged because they’re designing something real and relevant. Technology will enhance their learning by helping them model and test their ideas, and the extension happens when they present their designs to their peers, explaining how math influenced their choices. 

Through AIW and intentional technology use, I’m hoping this project helps my Tier 3 students build confidence and see that math isn’t just about numbers. 

EDUC 5313: Week 1 Blog

Hi everyone! My name is Sametria, and I’m from Dallas, Texas. I graduated with a Bachelor of Science in Mathematics in 2014. I have spent the last 11 years teaching middle school math. I started out teaching sixth-grade math for eight years, then moved on to eighth-grade math and Algebra for two more years. I currently work as a Math Specialist and Interventionist, helping middle school students who need extra support with key math concepts. I’m now working toward a Master of Education in Curriculum and Instruction with a focus on Mathematics to strengthen my educational skills. My goal is to become a Lead Instructional Coach so I can guide and support other teachers in helping students succeed and enjoy math.

When reviewing Texas TEKS alongside the ISTE Standards, I was drawn to TEKS 8.4B, which focuses on using proportional relationships to determine solutions. In past years, I have noticed that students often struggle to see how proportional relationships and unit rates apply to real-life situations. By using the ISTE Standard: Creative Communicator (6c), which involves communicating complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations, students can tackle this challenge through a project like planning a class fundraiser or a small business, then calculating the costs, sales, and profits. They could use digital tools like Google Slides, Canva, and Desmos to create graphs, charts, and tables that clearly show relationships between quantities and predictions for earnings.

Kolb’s Triple E Framework really connects with this lesson because it focuses on how technology should engage, enhance, and extend learning. First, the project engages students by connecting math to something real, like planning a fundraiser or a small business. Students usually get more excited when they see how math connects to money, sales, and real decisions. Second, technology enhances learning by giving students tools to create graphs, charts, and tables that make proportional relationships easier to see and explain. Finally, the lesson extends learning because students aren’t just doing math problems; they’re also practicing communication and problem-solving skills they can use outside the classroom.

Overall, the Triple E Framework reminds us that technology shouldn’t just be an extra step. It’s a way to make learning deeper, more relevant, and more meaningful while helping students share their mathematical thinking in clear, creative ways.