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Pact june13 two
- 1. A 4-Step Color-Coded Framework to Adapt Curriculum June 19-20, 2013 Heartland AEA 11 Assistive Technology Services T.H.E. P.A.C.T .
- 2. Schedule- Day 2 8:00-9:00- Review of Day One 9:00-10:15- Write About Module 10:15-12:00- Plan and develop Write About Activities 12:00-1:00- Lunch 1:00- 2:30- Talk About Module 2:30- 3:15- Plan and develop Talk About Activities 3:15-4:30- Sharing 2Heartland AEA 11 Assistive Technology Services
- 3. Objectives Participants will demonstrate understanding of the four modules in T.H.E. P.A.C.T. systematic framework as it relates to adapting curriculum for special needs students. Participants will write activity descriptions and mini lesson plans for each module. Participants will integrate resources to adapt general education curriculum using T.H.E. P.A.C.T. in a variety of formats such as low- tech, computer-based, and mobile technology. 3Heartland AEA 11 Assistive Technology Services
- 4. 4Heartland AEA 11 Assistive Technology Services
- 5. T.H.E P.A.C.T Review 5Heartland AEA 11 Assistive Technology Services
- 6. Assistive Technology Supports 6Heartland AEA 11 Assistive Technology Services
- 7. Case Study Jenny Springer, Berg Elementary Heartland AEA 11 Assistive Technology Services 7
- 8. Expressive Visually yellow Writing is the act of representing language in a set of signs or symbols Writing is a means of recording information 8Heartland AEA 11 Assistive Technology Services Write About Module
- 9. Three categories Note-taking Messaging Formal writing Four phases of writing Brainstorming Composing Editing Publishing 9Heartland AEA 11 Assistive Technology Services Write About Module
- 10. Decreased prompting, More student independence Check for comprehension, re-teach as necessary Take data for IEP Progress Monitoring and Alternate Assessment Employ a multi-sensory approach Visual, auditory, tactile, kinetic 10Heartland AEA 11 Assistive Technology Services Write About Module
- 11. Objective: Student will select a vocabulary item from an array of 4-8 content-based choices to complete a character map in a brainstorming writing lesson. 11Heartland AEA 11 Assistive Technology Services Write About: Build a Character Map
- 12. Circles on theleft-hand side Number sentences in order Adhere talking labels Lines in the middle Write sentences in the list Attach sentence strips Boxes on the right-hand side To check off ideas 12Heartland AEA 11 Assistive Technology Services Write About:Make A List
- 13. Name the curriculum topic, “______.” Write four correct facts about the topic and four incorrect facts on sentence strips Display the facts Review all the sentences Read one sentence strip at a time& instruct the learner to determine whether that sentence is related to the topic, if so, place it in the list 13Heartland AEA 11 Assistive Technology Services Write About: Make a List Facts I Learned
- 14. “Time to write about (topic name) and complete a sentence worksheet” Write the vocabulary answers on blank word cards stored inside of the writing folder Review the vocabulary answers with the learner. Write a sentence starter on the worksheet Read the sentence starter to the learner who writes the answer by selecting the correct word card or picture and placing it on the line 14Heartland AEA 11 Assistive Technology Services Write About: Complete Sentences About a Topic
- 15. Complete a series of sentences Write a three sentence paragraph 15Heartland AEA 11 Assistive Technology Services Write About
- 16. 16Heartland AEA 11 Assistive Technology Services Write About: Build a Character Map
- 17. 17Heartland AEA 11 Assistive Technology Services Boardmaker Write About
- 18. 18Heartland AEA 11 Assistive Technology Services Clicker 6 Write About
- 19. 19Heartland AEA 11 Assistive Technology Services There’s an App for That Write About
- 20. Three categories of writing, note taking, messaging, formal writing Four stages of writing process Product that can be shared Same format different color Learner goals, preferences, challenges, av ailable AT supports 20Heartland AEA 11 Assistive Technology Services Jane’s Write About Activities
- 21. Use Learner Challenges, Learner Activity Interest Profile, & Available AT Support to plan the objectives & learning activities for each module for the targeted student Fill-in the top box of the Write About with the type of writing activities the student will use to express what they have learned Next, fill-in the bottom box with specific Write About Activities the student will use with each new unit 21Heartland AEA 11 Assistive Technology Services Write About Plan for Success
- 22. WriteAboutChecklist 22Heartland AEA 11 Assistive Technology Services
- 23. 23Heartland AEA 11 Assistive Technology Services Make Write About Activities
- 24. Case Study Heather Annis, Westridge Elementary West Des Moines Heartland AEA 11 Assistive Technology Services 24
- 25. Visually Red Expressive Sharing knowledge about what was learned and increasing meaningful participation Expands learner’s expressive language skills to various communication intents and social language competencies 25Heartland AEA 11 Assistive Technology Services Talk About Module
- 26. Demonstrating comprehension Communicate what learner thinks or knows using targeted set of vocabulary Shares knowledge using visual or auditory supports Focus on increasing learner’s participation 26Heartland AEA 11 Assistive Technology Services Talk About Module
- 27. Write & name the topic, “Talk about (Topic)” Write a target vocabulary word in each box on the form Review a sentence-based definition of each vocabulary word as you point to it on the form Explain to the learner that he will use this Talk About board to help when giving an answer in class or in a work group Practice this by asking the learner 2-3 questions and having him use the form to respond Generalize this to a small group or classroom setting 27Heartland AEA 11 Assistive Technology Services Talk About: Give a One Word Answer
- 28. Using assistive technology supports, the student will Take three consecutive turns To state three facts on a curriculum-based topic using content vocabulary 28Heartland AEA 11 Assistive Technology Services Talk About: State Three Facts
- 29. Share knowledge about what was learned Participate in meaningful curriculum discussion Model a metacognitive task to match what student thinks with what they say 29Heartland AEA 11 Assistive Technology Services Talk About: Thought Talk
- 30. Maintain topic during discussion Demonstrate appropriate turn-taking Sharing knowledge they have learned in previous modules 30Heartland AEA 11 Assistive Technology Services Talk About: Share Two Ideas That Go Together
- 31. 31Heartland AEA 11 Assistive Technology Services Make a Thought Talk Activity
- 32. 32Heartland AEA 11 Assistive Technology Services BoardmakerTalk About
- 33. 33Heartland AEA 11 Assistive Technology Services Clicker 6 Talk About
- 34. 34Heartland AEA 11 Assistive Technology Services There’s an App for That Talk About
- 35. Support her communication needs Same format different color Learner goals, preferences, challenges, av ailable AT supports 35Heartland AEA 11 Assistive Technology Services Jane’s Talk About Activities
- 36. Use Learner Challenges, Learner Activity Interest Profile, & Available AT Supports to plan the objectives, learning activities & AT supports for each module in THE PACT framework the targeted student Fill in the top box of the Talk About module with type of supports the student will need to express what they have learned Next fill in the bottom box with specific Talk About Activities the student will use with each new unit 36Heartland AEA 11 Assistive Technology Services Talk About Plan for Sucess
- 37. TalkAboutChecklist 37Heartland AEA 11 Assistive Technology Services
- 38. 38Heartland AEA 11 Assistive Technology Services Make Talk About Activities
- 39. T.H.E. P.A.C.T. Making it work day to day You have created activities for each module and determined the step by step order in which to use them Determine the curriculum unit you will start with, select vocabulary and create the content to put in T.H.E. P.A.C.T. activities Determine when in the student’s day the activities will be used Determine how you will work collaboratively as a team to change the content for new curriculum topics 39Heartland AEA 11 Assistive Technology Services
- 40. T.H.E. P.A.C.T. Resources The Power of T.H.E. P.A.C.T. book is in Heartland’s Professional Library About T.H.E. P.A.C.T. http://www.aboutthepact.com/ Subscribe to the newsletter Watch the video interview with Phyl T. Macomber Boardmakershare http://www.boardmakershare.com/ Search for “quick actions” to find setups Learninggrids, Clicker 6 https://www.learninggrids.com/us/WelcomePage.aspx 40Heartland AEA 11 Assistive Technology Services
- 41. References Macomber, P. T. (2010). The power of t.h.e. p.a.c.t.. West Windsor, Vermont: Make A Difference, Inc. 41Heartland AEA 11 Assistive Technology Services
Editor's Notes
- understand the structured teaching model of the packunderstand how to adapt any Creek your material using the pack for a particular students preferred learning styleplan for how to organize your pack materials plan for how the pack fits into your lesson plans for your targetEd students.
- Use a print out of the vocabulary words and definitions and a Green Learn about module to review vocabulary in pairs. 10 minutes.
- This is the first expressive language-based moduleIt is about sharing what the student has learned in a tangible form.It is about putting the students thoughts into a visual form that can be shared with others.What those signs or symbols are varies depending on the learner’s developmental level and meaningful life experiences.Expression in this module can be in the visual form of pictures, pictures paired with text, text-based word banks or letter by letter spelling.
- Highlighting teacher notesAlso worksheets and tests
- Design formats and use AT to allow the student to be as independent as possibleThis is the step where you find out if they need more time in the comprehension modulesSupport the student’s multi-sensory needs – example – for brainstorming, can they record their random thoughts, have them put on sticky notes for them to order, use them to write a rough draft using Co:Writer, listen to the sample and with a editing checklist correct any errors – then print to post or share with others.Another example of a Note Taking Write about Activity is giving the student a copy of the teacher’s notes during class and having the student highlight targeted vocabulary in one color each time the teacher references it in class and use a different color to highlight details associated with the target word.
- This could be broken down further into – write a topic sentence and 2 supporting or detail sentences. Or could be adapted to sequence the sentences into a paragraph or label the sentence type.Identify what part of the writing process your student needs to learn and determine an activity that will help them practice that skill not matter what the curriculum topic is.
- Don’t forget there are these sheets that have all the information you need to build a low tech Write About Activity.
- Pictello, Story Kit, Audio Note, NotesTypoHD, SpeakIT
- Thought talk bubble in notability and use voice notesScene SpeakGo Talk Voice ThreadNotabilityTypoHD, SpeakIT
- Link to BookFlix Tadpole Grows Up