Sara Maglov

Reflective Journal
ED 602
Spring 2018
SET #1, Q1 Share some examples of how you build a strong student-teacher
relationship.

I always begin the school year by getting to know my students, how they learn and being very clear
about my expectations through games, team building activities and modeling. My students and I
participate in class meetings at the start of each day and whenever I or they see a need. I utilize team
building activities on a daily basis and work to foster an environment based on honesty, openness and a
family mentality. We utilize Restorative Justice practices when someone or something in our classroom
has been harmed; this practice has proved to build strong relationships among everyone in the classroom.
SET #1, Q2 Identify at least 4 characteristics of a learner-centered teacher based on Ch 1. Which of
these do you possess and what is the evidence?
Characteristic Evidence

Promoting positive ● Participate in daily class meetings (dubbed “Family Meeting”) -- each
student-teacher student is a valued and heard member of the classroom
relationships ● Utilize Restorative justice practices as needed

Teacher as learner ● Model questioning, metacognition

● Ownership of being unfamiliar with certain aspects of content (this is
especially true in Common Core math)
● Allowing students to demonstrate their own problem solving

Awareness of different ● Allowing students freedom to choose how they wish to demonstrate
learning styles, interests their learning (technology presentation, written report, visual,etc).
and ability levels ● Choice in topic to study (as much as possible)

Utilize communication and ● Co-planning with general education teachers, reading specialists and
collaboration with other teachers from other grade levels
teachers ● Participating in activties that cross curriculum and grade levels to
promote community within the schoolhouse.
 Complete the Assessment of Learner-Centered Practices (ALCP) Teacher Beliefs

SET #1, Q3 Survey 1 (on pgs. 26-27) and then score yourself following the directions. How
does your score compare to the supplied rubric scores on pg. 29? What does your
score tell you?

Scale 1: Learner-Centered Beliefs about Learners, Learning and Teaching→ 3.8

Scale 2: Non-Learner-Centered Beliefs about Learners→ 1.6
Scale 3: Non-Learner-Centered Beliefs about Learning and Teaching → 2

When I look at the scores listed above, I feel that many of my beliefs and teaching
practices are learner centered. I have some views that impact my ideas of myself as a
learner as I take to heart when students struggle in my classroom. I am pleased with my
Scale 1 score as I feel many of the principles of a learner-centered classroom can be seen
when you enter my room. I think my Scale 3 score has much to do with the level of
cognitive ability within my self-contained classroom and the knowledge of my students’
ability level in respect to their disabilities.
 Engage in a discussion with a student in your class about what motivates them to learn in

SET #1, Q4 school or what would define a school where they would like to learn Compare our students'
response(s) to the box on pg. 38, noting any similarities or differences.

When speaking with two students in my school, their answers were similar to one another as
well as to those sampled in the text. Both students said they liked school more when the teacher
“thinks I am smart” and “listens to my ideas.” This directly relates to the learner-centered principle
that students are more successful in environments where they feel respected. The students
interviewed also felt they did better when they were given choice. One student talked about having
choice in where she sat within the room during independent work time; that having this freedom
made her feel more comfortable and allowed her to concentrate. The second student focused on
choice in project, stating “I am not a good writer but I am great at art!”. Both students enjoy the
freedom, respect and opportunity to learn in the way their own individual brain is wired and therefore
feel more successful.
SET #1, Q5
What do you do to reach those students who seem "difficult" to you?
Getting to know my students and building relationships with them has allowed me to reach students
that may have learning or behavioral issues. It is always helpful to understand the “why” of the struggle as
well as how to approach the difficulty(ies). Working with the student and the data to determine if the issue
is with the content, presentation of the information or the demand is helpful in knowing what to provide. I
have also found when students feel cared about and respected they want to do their best for you.
 What have you learned so far about learner centered practices that was new to you?
SET #1, Q6 How will you incorporate this into a lesson or your own instructional practices?
After reading the text, I was most surprised by the idea that learner-centered
practice and principles extend outside of the traditional classroom walls and
encompass the community amongst the teachers and stakeholders. The text states
“School cultures based on learners, that is, school cultures focused on personalized
learning, use collaboration between teachers and students working together…”
(McCombs and Miller. 2007). The idea that the sense of community and the continuity
among all teachers in a building promotes learning is not new but that as a teacher
that strong believes in learner-centered practices I need to work closer within the
school to better my craft for my students is an interesting and eye-opening point. I find
so often as a self-contained teacher that it is easy to stay within my walls and I am
content to travel a different path than my colleagues. While I work to co-plan with
other educators, I am not diligent in my work with the larger school community and
could expand my network for even more learning opportunities for myself and my
students.
SET #2, Q1 In Chapter 5, Bracey (2002) outlines six conditions that must be met (based on Glasser's 1994 work) in order for
quality school work to be produced. Select the condition you feel you need to improve and identify how you could do so.

When considering the six conditions required to produce quality school work as
outlined by Bracey, I feel I could provide more opportunities for my students to evaluate
their own work. I often ask my students to share work they are proud of or aspects of a
project they feel they did well one but I rarely have them correct or make changes to work
based on this feedback. By providing the criteria for quality work ahead of time and
allowing students to view sample work they could assess their own work and make adjustments
if they see fit. The only foreseeable difficulty would be teaching honest evaluation and
emphasizing not simply copying sample work but making only changes they truly feel are
needed.
SET #2, Q2 Describe the culture that you establish in your classroom and the "how" behind it.
The culture I strive to create a culture of respect,
value and a feeling of family. We begin each day with a
“Family Meeting” and students are encouraged to share
personal information, compliment one another or ask for
advice. When needed, students participate in Restorative
Justice practices that involves acknowledging wrongdoing,
taking responsibility and restoring relationships. These
practices have created a culture where everyone’s thoughts
and feelings are respected and we acknowledge the value of
each individual as they make our collective whole better.
 SET #2, Q3 Identify and explain three factors you believe connect to your students' lowest achievements. Identify
and explain three factors you believe connect to your students' highest achievements (2 slides)
Lowest Achievement Factors
● Low frustration/Low Perseverance
Students in my class sometimes struggle with problem solving and perseverance. Some students can become
easily discouraged by the content or the work and will quickly give up. We need to work on a mindset that teaches
students making mistakes is acceptable and often leads to growth.

● Fluidity with strategies taught

Many students in my class benefit from access to tools and strategies as they struggle with memory and
cognition. In formal testing situations, students tend to struggle to recall the strategies they have been taught and
without reminders can use the wrong tools (if they use any at all).

● Connection with the larger school community

This factor is largely related to the students in my class that are included in the general education setting. They
often are grouped homogeneously and have little opportunity to interact with general education peers. They feel
disconnected from the larger class and complete the minimal amount of work required.
 SET #2, Q3 cont. Highest Achievement Factors
● Student Choice
Whenever possible, students are offered choice when it comes to work production. I often allow students the
opportunity to choose the type of formative assessment they wish to complete. Generally choices include:
Powerpoint presentation, poster or written form. Providing these choices as increased student achievement
significantly. I am able to clearly see what the students understand through their work and students who may not
have previously performed well are eager to complete these assignments and are better able to demonstrate what
they have learned.

● Sense of Community
Daily “Family Meetings”, Restorative Justice practices and a culture of respect for each other as individuals fosters
academic success in our classroom. Since implementing these practices three years ago I have noticed students
are less concerned with negative social interactions and are often more focused. They enjoy sharing with one
another and know that when an issue arises it will be handled and not brushed aside. This frees up their time to
focus on academic tasks.

● Modeling of Metacognition/Teacher as Learner

I am very open and honest with my students when I struggle with a concept. I “think aloud” during all of my
lessons and point out when I have made errors. I think this accounts for high achievements because students feel
more comfortable taking risks and know they can learn from mistakes. They are also more likely to perform for me
because of this connection we have created and nurtured.
SET #2, Q4 Chapter 7 is an overload of information! After reading it, share here a few primary goals for making
your own classroom more learner-centered.

After reading chapter 7, one of my goals is to allow for

more opportunities for students to be responsible for their
learning. I know I can take control of the actual teaching
and need to provide more chances for my students to explore
on their own and even teach one another. We have “Student
Experts” within the classroom to assist when a student
struggle with independent work however, my students rarely
have the chance to take the lead and this is answer I would
like to improve upon.
SET #2, Q5 After taking in Pearl Arrodondo's story, share how your own cultural, social, or linguistic
backgrounds, values, family history, experiences, personal education, and/or ethnicity affect you as a teacher. (Note: This
slide is always a fascinating read when you are exploring your classmates journals!)
I am the product of teenage parents whose highest level of education is a high school
GED. Both of my parents have worked at least two jobs my entire life in order to provide
for my siblings and I. They taught me the value of hardwork and putting others before
yourself but they also taught me the value of a good education. My father in particular
wanted me to attend college and talked about it this from the time I was very young. He
always stressed to me that with a good education the sky was the limit and I would be able
to live a life in which I didn’t have to work as hard as he did. As a result, I have always
thrown myself into my studies and I am always actively seeking out opportunities to obtain
more knowledge. While his influence was vital this journey has been largely one I have made
on my own as my parents are always consumed with work. As a child, I rode my bike to the
libaray, worked out rides in order to stay after school, studied on the weekends, had a job
at a young age and eventually paid my way through college. Thee experienes and watching how
hard my parents worked truly shaped me as an educator. I always try to impart on my
students the message my father imparted to me: a good education is the most valuable tool
and it can take you anywhere. My excitement for learning is one I try to share with all of
my students
SET #2, Q6 Connect Rita Pierson's eloquent TED Talk to any 2 of the LCPs. Which two did you select and why?
Rita Pierson’s TED talk starts out hitting one of the LCPs I find most important: the
power of relationships. She discusses how everyone has the capacity and ability to build
relationships which I think is something very important to remember. There is evidence to
support the idea and the principle that students perform better when they have a
relationship with their educator yet this is not always a focus. Often times, the students
that need the connection are the toughest to reach and we can feel discouraged or incapable
of forging that relationship. However, Pierson argues everyone is capable and the steps are
in fact simple. Keeping this in mind could help make those “unreachable” students
reachable. Rita Pierson also relates a story where she graded a student’s paper a +2 rather
than a -18. This anecdote relates to the LCP “effects of motivation on effort” in that she
promoted motivation to learn by enhancing positive emotions towards learning. This simple
flip in grading allowed the student to feel proud rather than discouraged and likely
encouraged him/her to try harder to improve the score.
Set #3, Q1
Locate and properly
cite a diagram that
shows the stages of the
Understanding by
Design process OR
create your own
diagram that shows the
3 stages.

Jason Robert LeClair, (n.d.) An Informational Graphic on Understanding the "Backwards Design" aka "Understanding by
Design" model of education.
Jason Robert LeClair. (n.d) Arts at the Core. Retrieved from: https://www.arts-core.com/educational-art.html
Set #3, Q2 What difficulties might result from creating assessments near the conclusion of a unit of study instead of while planning the unit?

Sometimes when there is not a clear path and conclusion when beginning a
unit, the purpose can become skewed. Oftentimes, scheduling conflicts,
classroom issues that arise and time constraints sway our instructional focus
and when we reach the end of the unit we have not hit all of the targeted
objectives. By having a clear end in sight, lessons can be adjusted, as
needed and to fit student need, while maintaining the same overall objective.
Knowing where we are headed allows us to maintain focus and clarity as we
teach.
Set #3, Q3 Using the 3 stage Understanding by Design process makes it more likely that unit goals, assessments,
and instructional plans are coherent and aligned. Why is this alignment important?

Having this alignment allows both students and teachers to have direction and
drive. Lessons can be adjusted to meet the needs of individual learners and
students can take more responsibility for their learning as they know where they
are expected to end up. Planning, teaching and assessing must be aligned to
make meaningful use of the time our students have in the classroom. With this
alignment we can be responsive and ensure we are teaching what the students
truly need. We have so little time with our students that it is important to make
good use of the time. Teaching students information they do not need or
information that is not relevant wastes time. Alignment is one way to ensure this
does not happen.
Set #3, Q4
The Understanding by Design process
results in more clearly defined and
wisely blended short-term and
long-term goals, the transfer of
usable content (as opposed to recall
of skills or topics), more appropriate
assessments, and more purposeful
teaching. How do these outcomes
support the learner-centered
principles?
The Understanding by Design Process lends itself to
the LCPs in that learning is more organic and
meaningful. Having both long and short term goals
connects to the “Nature of the learning process” as
well as the “Goals of the learning process” principles.
When students have an idea of where the learning is
heading they can take more responsibility for their
learning. The idea that the long term goal setting can
allow students and teachers to refine what is being
learned and taught connects the UbD process with
the LCPs. Meaningful and responsive instruction are
two major components of both UbD and LCPs and
therefore you truly cannot have one without the
other.
Set #4, Q1 As a special educator I wholeheartedly agree with the idea that the current
curriculum in my school system does not support optimal student learning. The biggest
A big idea addressed in Chapter 1 is hurdle I see when preparing lessons from the curriculum is incorporating choice.
the premise that often the curriculum Oftentimes lessons have one response method or one way of demonstrating learning
is disabled (and disabling!). The
curriculum is not flexible; the which almost never fits the needs and ability levels in a given classroom. I find I need to
curriculum often poses barriers; the do a lot of creating and thinking outside of the box to provide students with choices that
curriculum prevents rather than meet the given standards but meet them at their academic and social/emotional level.
supports optimal learning Another example of the current curriculum’s rigidity is its focus on high stakes testing,
experiences. Do you agree or
particularly in the core subjects of ELA and mathematics. Throughout the course of the
disagree with this view? Why?
Provide a few reasons to support your school year students are forced to participate in assessments that mirror the state
opinion. testing. These assessments do not even remotely mirror how the students have been
learning and demonstrating their understanding. They produce anxiety and are only
good data tools for students that perform well on these types of assessments (small
number of students!). We are expected to present this data at monthly grade level
meetings and shape our subsequent lessons on student performance. The issue with
this method is that the students individual needs and differences are not taken into
account and we are creating lessons based on skewed and irrelevant data.
SET #4, Q2 In Chapter 2, Feliks is identified as an expert at speed cubing. In what domain or area have you achieved
master? Describe the process of developing your expertise.

If I am reflecting honestly, I find that I do not feel I am a master of anything

but I am constantly learning and changing. However, if I have to select an area I
could make a case for I would say I am strong in the area of differentiation. I
spend a lot of time analyzing the curriculum assigned work and adjusting it to
incorporate more choice while meeting the academic needs of my students.
This process has largely been successful by trial and error; trying methods of
teaching and analyzing data and students feelings towards the work. I have
spent a lot of time networking with other special educators, trying new tactics
and being willing to scrap failures.
SET #4, q3 All 4 of the expert learners profiled in Chapter 2 describe struggles with school work and the traditional
curriculum. Yet, they all personify a growth mindset. What does growth mindset mean to you professionally?

The idea of growth mindset for me as a professional is one that I have become more comfortable with over my
years as a teacher. As a new teacher, the idea was simply that I could think about goals I wanted to achieve over time.
There was very little honest consideration of where I was currently and the work i could need to put in to attain these
goals. I also feel that, at that time, the goals I was setting were small and not nearly as challenging as the goals I set for
myself as an educator today. The biggest difference and what shapes my idea of growth mindset today is honesty. In
order to set true and meaningful goals I have to be honest with myself; this is something that is not always comfortable.
Having a growth mindset means analyzing where I am professionally and honing in on areas I need improvement or
more education so that I can be better for the students in my charge. This mindset also means I need to set
challenging yet attainable goals and consider the steps to reach them in my goal setting. It also means I need to be
honest about what I was able to do to achieve my goals but also why I might have fallen short of a goal. This ebb and
flow of personal reflection, praise and criticism ensures I keep a clear, unbiased view of myself as an educator and
helps me perfect my craft which in turn helps my students reach their goals.
Set #4, Q4
changing?" (p. 22).
Why do you think that "Teachers need to be expert learners themselves, continuously growing and

As teachers, we owe it to our students to bring them our best each day. The world is changing so
much faster than curriculum is re-written and as a result there is a lot of content, research and
teaching methods out there that we are not using. In order to keep up with these changes and to
provide our students with current knowledge and instructional practices we have to seek this
information out ourselves. The idea of being an expert learner and always willing to learn something
new is important as it presents an example for our students. This practice allows the students to see,
firsthand, the value of being willing to learning something new and that no one is above being taught
something. Hopefully, by being an expert learner we are instilling the value of education in our
students.
Set #4, Q5 Explain in your own words the myth of average as it relates to our current educational system or
your classroom.

The myth of average is the idea that when things, in our case curriculum,
are created with the “average” in mind, we are meeting the needs of most
people (students). This idea is a myth because in reality, our students have so
many different academic, social, emotional, socio-economic and cultural
strengths and needs it is impossible to compose “one-size fits all” education.
The reality is the current curriculum my county follows meets a very small
number of students where they are currently performing. It is up to the
teachers to know their students and to build relationships in order to determine
how to change the “average” curriculum into one that meets a wide range of
our students.
Set #4, Q6
improve.
Share 2-3 things you learned from watching Carol Dweck's Ted Talk about the power of believing you can

● There is a physiological difference in the way an individual with a fixed mindset and an individual
with a growth mindset react to failure. → To me this means, as educators, we need to help our
students develop this growth mindset earlier so they can be more engaged with learning
throughout their academic career!
● An individual with a fixed mindset lacks intrinsic motivation and needs outside
reinforcement/validation in order to perform. → This means students will lack the resiliency and
self-confidence needed to be successful in the world. We need to teach students to value
mistakes and instill in them the desire to do and be better in our classrooms before they are set
out into the world.
Set #5, Q1 While there are thousands of specialized networks for difference functions, UDL is based on the fact that
learning happens across 3 networks in the brain: recognition networks, strategic networks, and affective networks. Traditional
curriculum focuses primarily on which of these networks? Provide an example of how you know this

I believe current curriculum focuses on the recognition network in that it

generally only explains the “what” of learning. Current curriculum rarely
presents lessons in ways that address the strategic network or the affective
network. There is little to no discussion about learner variability nor does it take
into account differences in affect, background or learning styles. Curriculum
conveys what the students need to learn and loosely outlines activities that are
“one-size fits all”.
Set #5, Q2 Write a few sentences defining and describing the affective network.

The affective network relates to our feelings and emotions as they relate to our
ability to learn. Student’s initial emotional response to learning greatly shapes
how much and in what way they will obtain the information being taught. When
students approach new learning with fear or other negative emotions, their
ability to gain new knowledge is limited. When students have a more positive
affect towards learning they are more likely to learn more and develop a desire
to continue learning.
Set #5, Q3 Write a few sentences defining and describing the recognition network.

The recognition network refers to the “what” of learning. This network is

responsible for helping use make sense and categorize what we have learned.
This network is complex and reacts differently depending on how information is
presented. As educators, understanding this and recognizing that every
students brain interacts with information in a slightly different way requires us
to present information in a variety of ways to meet the needs of all our students.
Set #5, Q4 Write a few sentences defining and describing the strategic network

The strategic network is responsible for planning, carrying out and monitoring
our actions. This system is complex and highly specialized by our own learning.
This specialization means that everyone has different strengths. Recognizing
this as more than just “some kids are different” and realizing these differences
are related to brain make-up can make us more responsive as educators.
Set #5, Q5 Why is it important for educators to know about systematic learner variability?

Educators must know and recognize these systems and their variability in order
to plan effective and meaningful learning opportunities. Teachers have to move
away from strict curriculum pathways to more flexible and responsive methods
of teaching and promoting learning. Without this recognition and
understanding educators will only ever reach a very small number of students
while others will struggle and be disengaged.
SET #6, Q1 (1 of 3) Principle I- Provide multiple
means of representation
Guideline 1- Provide options for perception

Checkpoint 1.2 Offer alternatives for auditory information

I plan to meet this checkpoint by utilizing visuals whenever possible. When

readings do not have visuals I will prepare visuals prior to assigning the work to
my students. I will use the symbols my students readily know on their Core
Communication boards when providing directions so they are able to see the
directions as well as hear them.
SET #6, Q1 (2 of 3)Principle II: Provide multiple
means of action and expression
Guideline 5: Provide options for expression and communication

Checkpoint 5.1 Multiple media for communication

I plan to meet this checkpoint by continuing to provide my students with choice

when completing work. Giving the students the option to use speech-to-text
software, create visuals and graphics on the computer and use symbols from
BoardMaker will ensure each student is able to demonstrate what they have
learned in a way that suits their strengths and needs.
SET #6 q1 (3 of 3) Principle III:Provide multiple
means of engagement
Guideline 8: Provide options for sustaining effort and persistence.

Checkpoint 8.3: Foster collaboration and community

I plan to meet this checkpoint by utilizing Restorative Justice practices in my

classroom. Students will be taught how to communicate with one another in a
respectful and inclusive manner. I will hold daily meetings with the entire class
to ensure community and cohesiveness are established early on and fostered
throughout the school year.
Set #6, Q2 In Chapter 6 you learned that from a UDL perspective, effective goals are goals that:
● separate the means from the ends *consider all 3 learning networks
● challenge all learners *actively involve all learners

Making sure it meets these requirements, share a goal for an upcoming lesson that you plan to teach.

A goal for an upcoming lesson that meets the above criteria is to have students
make a plan for their Safe Racer race car in science class. Students will be
allowed to draw their plan, use a computer program, modeling clay or explain
their plan. Students will have to collaborate with their group mates and stay
within budget and materials.
SEt #6, Q3 Provide an example of a poorly designed assessment from your college (or earlier schooling) experience. Describe it and then provide a
description of an alternative UDL-friendly assessment that takes into account the flexibility needed for the most accurate and informative assessments as
described in Chapter 6.

Original assessment: Students are asked to write a paragraph comparing the

theme from two different texts using details from the texts in their responses.

UDL Assessment: A more UDL friendly assessment would be to provide

student choice in how to present the two themes and their similarities and
differences. Students could draw pictures or even simply complete a venn
diagram. Students could also share their thoughts with classmates and provide
feedback as well as examples they found to support their own responses
before completing the final assignment.
SET #6, Q4 Using the star rating system provided below, indicate a star rating for Dr. Rose's
presentation, "From Bach to Lady Gaga" and provide justification for your rating.

After viewing this video I would give it a **** (I liked it). I enjoyed the way the slide show was set up to
describe what was being shown and I know this would be a helpful tool for those who may be visually
impaired. I also loved the connection to music and I think this was a wonderful way to break up the
amount of information being given and a great way to make sense of what Dr. Rose was
discussing.The connection makes the information accessible to a wider audience, not just those
well-versed in special education or UDL. I took one star away for the length as it was a little too long
for me to sit and watch. I found that watching on the computer made it hard for me to focus.
SET #7, Q1 Share 2-3 things you learned from reading the perspectives and experiences of the practitioners
identified in Chapter 7

● Professor Blue taught me that UDL practices are important and matter at
all stages of learning and no matter the age or level of your students. I
feel we often plan for learner variability at the primary grades but all
learners are different and benefit from being able to learn and express
what they have learned in whatever way suits them best.
● Ms. Posey’s idea that she has to re-teach concepts less often when they
are first taught with the UDL principles in mind is something worth noting.
In our classrooms today the clock is always ticking and there is always
pressure to get more done in the 180 days we have our students. If we put
in the effort and time to plan more meaningful learning experiences we
can maximize our impact in the short amount of time we have.
SET #7, Q2 Complete the following sentence on your slide: I believe UDL will . . . .

Make me a better and more well-rounded educator. I believe UDL will allow me
to reach more students and teach more of the content than I would have been
able to before.
SET #7, Q3 Complete the following sentence on your slide: UDL is included in Common Core Standards in .
....

section of the Common Core Standards called “application to students with

disabilities”
SET #7, Q4 Complete the following sentence on your slide: One concern I have about implementing UDL is
....

Administrator buy in! I have worked for several administrators over the last 10
years and some are more flexible with the way curriculum is presented than
others. If an administrator trusts you to teach the standards without harping on
rigid “one-size fits all” curriculum UDL is more easily implemented.
SET #7, Q5 Complete the following sentence on your slide: The most significant learning I have had about
UDL is . . . .

It is not just a Special Education concept. UDL is really best practice for all
learners.
SET #7, Q6 How are you going to use the information learned in this class including the learner-centered
principles, the Understanding by Design process, and Universal Design for Learning to make you a better teacher?
Identify 3-4 ways or strategies.

● Plan with the end in mind. I will plan backwards more frequently and design
instruction that meets the end goal/standard.
● Professional development for my colleagues. I have been charged with providing
guidance for modifications and accommodations for general education teachers.
These sessions are aimed at reaching special education inclusion students but I
believe presenting UBD as a way to reach ALL students will help with teacher
buy-in.
● I plan to consider the affective network more when I am planning and teaching. I
would like to spend more time considering and understanding how my students
feel and how this impacts their learning so I can really reach them.