Soaking Wet
by Fatmeh Beydoun
When I embarked on this journey of continuing education, I must admit I felt intimidated. I had done really well as an undergrad, but I soon realized that I was actually unprepared for the challenges of today’s classroom. This is not to say that my university was not great, it was. However, when I entered my bachelors program in 2000, classrooms werevery different then they are today. After a few years of teaching, I was confronted by two very important realizations. First and foremost, the demographics of a general education classroom had changed greatly since the days that I was in school. Each classroom contained such a variance in academic abilities, mixed in with special and behavioral needs. Sure I had a class or two in educating students with special needs, but not enough to make me feel prepared. remember entering the masters program in an attempt to find ways to reach these students that continued to fall behind each year, but were not being served by the special education department. My second goal for entering the Masters program was the recognition that I was light years behind in technology. I recognize that technology years pass like dog years. I can recall only one required class that I took that included “relevant” technology of the time, and that only cover using Microsoft Office Programs in the classroom. Well, obviously we know that the technology landscape of the classrooms has changed since then. There are so many technological resources that can be utilized to engage and enhance the learning process. Now, classrooms are filled with Ipads, laptops, class websites, smartboards, online assessments…the list goes on and on. More importantly, today’s classrooms are filled with students that are inundated and enthralled by social media. So, I felt as though I needed to be re-taught how to teach to this new landscape of students. Enter MSU! What better way is there to begin incorporating more technology than to enroll in an online based program?
Gettin my feet wet...
As I said, I always knew that it was necessary to expand upon my knowledge of how to meet the needs of my students with special needs. Let’s face it; most undergraduate programs do not go into enough depth regarding the needs of many of the students that will end up in a typical general education classroom. CEP 840 (Policies, Practices, and Percpectives in Special Education) was just the course I needed. In this class, I found a lot of the foundation skills that I had been missing. It theoretically got my feet wet with the knowledge that I was lacking for this particular demographic of students. The repertoire of topics that were covered in this course included addressing the needs of a diverse classroom population, professional collaboration, response to intervention, universal design for learning, and a basic introduction of assistive technologies that exist out there. This is the course that I was introduced to the foundation skills that I would need to build upon in later courses. Aside from the amazingly practical instructor, Dr. Cindy Okolo, I was exposed to more in depth traits and characteristics of students with Disabilities that I may encounter in my general education classroom.
My favorite assignments was simple; a fact sheet about typical impairments teachers may face in the classroom. I realize that a fact sheet is nothing special right? Well, as a Math and Science major, I like facts, concrete blurbs of information that are not bogged down by mumbo jumbo and additional terminology that only confuses the reader or makes them lose interest. Fact sheets are a great resource that gets straight to the point and can be utilized by anyone. I could walk up to anyone on the street, hand them these sheets and they will know exactly what the impairment is about, how it is determined, why it occurs, tips for success, and finally additional resources if they choose to expand upon their knowledge. For this class, I created 3 fact sheets covering cognitive impairments, visual impairments, and hearing impairments. The process of making these informational fact sheets proved very rewarding because not only did I learn all of this information throughout the process, I was also able to share them with the staff at my school as a reference to help their understanding of the topics as well.
Yet another assignment that has been very useful to me was a powerpoint proposal I created to introduce Response to Intervention methods to administration and school board members. This assignment was useful in a number of ways. Most importantly, I got to learn more about RTI methods and its practical uses in the classroom. But, I also got to learn about school budgets, proposals and ways of presenting justifications to school principals and board members. The potential real world application of this assignment has really been a practical learning experience for me.
I have already gained more confidence to submit more proposals for potential programs or technology that I can implement into my classroom.
Wading Through Water
Of course, this course included pedagogy, laws, research, practice and analysis, but that’s not what I was looking for. Here is where I learned about real life application. Content goals and expectations, cognitive strategies, collaborations, and co-teaching were covered; however, most useful to me were the instructional techniques that were expanded upon in the areas of math, science, social studies and technology integration. For each of these subjects, I learned detailed information, tools and techniques for teaching all students for better understanding. There are 2 assignments that really stand out for me for different reasons. The first was the creation of my very first classroom web page. This required activity made me more conscious of a useful extension of my classroom that I was completely neglecting; unfortunately I no longer have access to the site due to its invitation through the class. Teacher web pages have definitely made the transition from the classroom to home much more streamlined. This helps all students as well as students with disabilities. The site I have used was Moodle, but teacher web, weebly, wiki’s and school notes are great too. On my school page I included weekly homework, helpful websites, important vocabulary, and the smart board pages we work on in class. There is also a tab for parents to use as a resource for helping their kids at home. This page includes a step by step breakdown of a few examples of problems we did in class. It is also provided a great way for absent students to get an idea of what happens in class when they are not there. On a side note, I found that having this information online means that I received less phone calls and questions about what a student is missing when they are absent. I will be creating another as soon as my MAED is complete.
Other work was useful in a completely different way. As a teacher, we are often called upon to attend and even lead professional development activities. For this assignment, I had to create a professional development plan for my fellow teachers. This was a task that I found daunting at first, but very rewarding after all was said and done. It was very extensive, but as I always do, I thought about what I would want to know if I was sitting in a PD. We have all been to that Professional development session thinking “I will never use this.” So instead, I usually shop online, make a grocery list, or doodle on my generously provided free notepad. However, I really wanted to keep the practical aspect in the forefront of my brain, so that is how it was designed. The purpose of the Professional Development Plan was to cover instructional strategies, curriculum based measurement, co-teaching strategies, and assistive technology resources that are available for use. In the end, teachers should walk away with a better understanding of how to introduce and reinforce effective teaching techniques and ways to monitor progress for all students in a general education classroom, with or without disabilities.
Other work was useful in a completely different way. As a teacher, we are often called upon to attend and even lead professional development activities. For this assignment, I had to create a professional development plan for my fellow teachers. This was a task that I found daunting at first, but very rewarding after all was said and done. It was very extensive, but as I always do, I thought about what I would want to know if I was sitting in a PD. We have all been to that Professional development session thinking “I will never use this.” So instead, I usually shop online, make a grocery list, or doodle on my generously provided free notepad. However, I really wanted to keep the practical aspect in the forefront of my brain, so that is how it was designed. The purpose of the Professional Development Plan was to cover instructional strategies, curriculum based measurement, co-teaching strategies, and assistive technology resources that are available for use. In the end, teachers should walk away with a better understanding of how to introduce and reinforce effective teaching techniques and ways to monitor progress for all students in a general education classroom, with or without disabilities.
Fully Submerged
I always believed that the use of technology could be a life changing tool for many of the students that we
teach with mild disabilities. This was the course that reinforced this idea. Today’s classrooms are not like the classrooms I was trained in. Sure, I only graduated in 2005. But in technology years, that might as
well be 50 years. Can I even remember a time before the Ipad was used as an educational tool? In this course, I was exposed to many to the technology based tools that could be used to level the playing field of education for many students. It examined the challenges the students may face in reading, comprehension, literacy acquisition, social studies and more. More importantly, I was introduced to a vast bank of technology applications that were relevant, useful, and easily implemented in a general education setting. These included technology based writing tools, study tools, web accessibility, mobile technology, and tips for matching students with technology in a general education setting. Speaking of a general education classroom, today’s classrooms are more diverse than ever. Students are not engaged in the same ways that we were told back in the
bachelors program. Today’s students are busy texting, responding to emails, Instagraming, Facebooking, reading, updating statuses, organizing calanders, and engaging in an online environment all at the same time. Yet, once a teach mentions writing a story or essay, the moaning and
whining begins. Why is this so? Don’t they know they are actually performing many of the literary ground work each day? My response; no they don’t! Therein lays the opportunity for teachers to tap into students comfort and love of technology, and marry it with teaching tools and utilization…regardless of disability.
As one of the projects for this course, I was required to create a WIKI page aboutTechnology and Literacy. As a parent and teacher, I tried to
make sure that the pages I created were purposeful and useful to students, parents, and educators. It really was a great experience. At the time, I was very uncomfortable with creating and utilizing my own technology pages, and I thought the World Wide Web was just that…vast like the world…wide…and tangled like a web. During this course, I was introduced to an IRIS module by David Rose that I have referred back to many times. It was about Universal Design for Learning. Yes, I know this is not a new idea and many of us may be sick of hearing about this “newer” way of teaching. But the truth is, many of already try to teach this way. In my teaching situation, I have a variety of students with needs and barriers that I was not
exposed to in my undergraduate studies or pre-international teaching. However, based on this IRIS Module, I was able to reassess and reflect upon my own teaching strategies, to meet the growing needs of the students in my classroom. It also took me back to the days of when I was a student, taught in a traditional classroom with a preacher teacher and subordinate students. One person spoke, while 30 more sat and listened, or at least pretended too. Was I that type of teacher?ne of the activities of the module that really made me think was regarding the type of learner that I was a
quiz about my own learning style. It’s not a secret that most teachers teach the way that they learn. I am a very visual learner, so when I teach I tend to rely on predominately visual instructional techniques. I use videos, examples, smartboards, manipulatives, and so on. It never really dawned on me that I may be putting many of my auditory and kinesthetic learners at a disadvantage. By understanding the learning strengths and preferences of all my students, I am able to more accurately incorporate and target their learning preferences along with mine. Try taking the preferred learning quiz that is used by Barsch Inventory.
teach with mild disabilities. This was the course that reinforced this idea. Today’s classrooms are not like the classrooms I was trained in. Sure, I only graduated in 2005. But in technology years, that might as
well be 50 years. Can I even remember a time before the Ipad was used as an educational tool? In this course, I was exposed to many to the technology based tools that could be used to level the playing field of education for many students. It examined the challenges the students may face in reading, comprehension, literacy acquisition, social studies and more. More importantly, I was introduced to a vast bank of technology applications that were relevant, useful, and easily implemented in a general education setting. These included technology based writing tools, study tools, web accessibility, mobile technology, and tips for matching students with technology in a general education setting. Speaking of a general education classroom, today’s classrooms are more diverse than ever. Students are not engaged in the same ways that we were told back in the
bachelors program. Today’s students are busy texting, responding to emails, Instagraming, Facebooking, reading, updating statuses, organizing calanders, and engaging in an online environment all at the same time. Yet, once a teach mentions writing a story or essay, the moaning and
whining begins. Why is this so? Don’t they know they are actually performing many of the literary ground work each day? My response; no they don’t! Therein lays the opportunity for teachers to tap into students comfort and love of technology, and marry it with teaching tools and utilization…regardless of disability.
As one of the projects for this course, I was required to create a WIKI page aboutTechnology and Literacy. As a parent and teacher, I tried to
make sure that the pages I created were purposeful and useful to students, parents, and educators. It really was a great experience. At the time, I was very uncomfortable with creating and utilizing my own technology pages, and I thought the World Wide Web was just that…vast like the world…wide…and tangled like a web. During this course, I was introduced to an IRIS module by David Rose that I have referred back to many times. It was about Universal Design for Learning. Yes, I know this is not a new idea and many of us may be sick of hearing about this “newer” way of teaching. But the truth is, many of already try to teach this way. In my teaching situation, I have a variety of students with needs and barriers that I was not
exposed to in my undergraduate studies or pre-international teaching. However, based on this IRIS Module, I was able to reassess and reflect upon my own teaching strategies, to meet the growing needs of the students in my classroom. It also took me back to the days of when I was a student, taught in a traditional classroom with a preacher teacher and subordinate students. One person spoke, while 30 more sat and listened, or at least pretended too. Was I that type of teacher?ne of the activities of the module that really made me think was regarding the type of learner that I was a
quiz about my own learning style. It’s not a secret that most teachers teach the way that they learn. I am a very visual learner, so when I teach I tend to rely on predominately visual instructional techniques. I use videos, examples, smartboards, manipulatives, and so on. It never really dawned on me that I may be putting many of my auditory and kinesthetic learners at a disadvantage. By understanding the learning strengths and preferences of all my students, I am able to more accurately incorporate and target their learning preferences along with mine. Try taking the preferred learning quiz that is used by Barsch Inventory.
Overall, I am coming out of my masters program drowning. Not in a bad way as one might think. I feel like I am now swimming in a sea full of information, resources, technology, methods, and best practices. I have been exposed to so many things as a part of my program, that one essay
would simply not be enough. For me, entering into an online program was intimidating, but I am not intimidated anymore! I am walking away armed with information and confidence. I feel like I have the well rounded education and real world practice that will not only benefit my student, but my career as a future leader in education. I know that this is not the end of my learning. Just as the times changes so dramatically from my Bachelors to my Masters, I know as students and technology continue to evolve, I will need to keep up. A Doctorate or leadership may be in my future. Now, after writing this synthesis, I feel like I need to end my essay in an enlightened way and here it is…if everything that I have learned at Michigan State University was a rain drop, I am proud to say that I feel soaking wet!
would simply not be enough. For me, entering into an online program was intimidating, but I am not intimidated anymore! I am walking away armed with information and confidence. I feel like I have the well rounded education and real world practice that will not only benefit my student, but my career as a future leader in education. I know that this is not the end of my learning. Just as the times changes so dramatically from my Bachelors to my Masters, I know as students and technology continue to evolve, I will need to keep up. A Doctorate or leadership may be in my future. Now, after writing this synthesis, I feel like I need to end my essay in an enlightened way and here it is…if everything that I have learned at Michigan State University was a rain drop, I am proud to say that I feel soaking wet!