Colorado june 2014


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Assistive Technology accommodations and Universal Design for Learning

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Colorado june 2014

  1. 1. Universal Design for Learning & Differentiated Instruction
  2. 2. Kirk D. Behnke, M.Ed., ATP Twitter @KBehnke
  3. 3. Digital Materials and Resources Wikisite: Or Back Channel:
  4. 4. Learning Choices Me preschool My son Kindergarten Digital Immigrant Digital Native
  5. 5. Objectives Participants will be able to identify... • legal evolution of special education & AT • national technology-based trends and why technology is a good resource for students with reading differences • overview of assistive technology and SETT Framework for consideration • Universal Design for Learning (UDL) principles, guidelines, checkpoints and implementation strategies which support students with reading difficulties • an overview of the need for and access to accessible instructional materials (AIM) • effective instructional practices that create the climate for integration of technology and support effective instruction • resources for audio and digital books
  7. 7. The Legal Evolution of Access EHA 1975 Access to schools IDEA 1990 Access to classrooms IDEA 1997 Access to general education curriculum IDEA 2004 Access to instructional materials
  8. 8. Congressional Intent of IDEA 2004 • Improved student performance • Increased accountability • Strong parental participation • High expectations for student achievement • Linked to the general education curriculum • Accessible instructional materials
  9. 9. Requires consideration of AT in the IEP process Places responsibility for decision-making with IEP committees Requires accessible instructional materials IDEA 2004 affirms emphasis on Assistive Technology as a means to support educational achievement Congressional Intent of IDEA 2004
  10. 10. SMILE BREAK
  11. 11. Why Technology is a good resource for students with Reading Differences
  12. 12. 10 Tech Trends Students Say Are Changing Their Education (The Journal) Feb 5, 2014 2013 Speak Up Survey from Project Tomorrow, which CEO Julie Evans – preliminary survey results The 2013 results : • 400,000 surveys from 9,000 schools and 2,700 districts across the country • Respondents included: • 325,279 students • 32,151 teachers and librarians • 39,986 parents • 4,530 district administrators
  13. 13. # 10 What Devices Belong in the "Ultimate School" Ranking of the relative importance of devices in their classroom experience: –Laptops (56%) –Digital readers (51%) –Tablets (48%)
  14. 14. # 9 Social Media in Schools Student use of twitter, Facebook, Instagram, and other social media outweighed Administrators, Teachers and Parents. Students are looking at social media as a pervasive part of the way they are living
  15. 15. #8 Gaming is growing; and the Gender Gap is Closed
  16. 16. #7 An Increased Interest in Online Learning Students desire to have more control over their own individual learning
  17. 17. #6 Paying Attention to the Digital Footprint 64% of HS students admitted to being careful about the things they post online 39% said they advise friends about the content they post -- 32% saying they stopped interacting with friends who post inappropriate content 44% of high school students said they believe a positive digital profile is an important part of their future
  18. 18. #5 Using Different Tools for Different Tasks “They like the devices, but they are more focused on using the right tool for the task at hand,” and many times tablets don’t seem to fit.
  19. 19. #4 Mobile Devices for Schoolwork Use mobile devices for day-to-day tasks and leverage their learning process • 12% of respondents said they used their mobile device to text their teacher during class
  20. 20. #3 Use of Video for Classroom and Homework 46% of teachers are using videos in the classroom 33% are using video to supplement their own learning – “Kahn Academy effect” 23% of students are accessing video created by their teacher
  21. 21. #2 Internet Connectivity 64% using a 3G or 4G enabled device to connect to the internet at home and 23% additionally through internet enabled TV or Wii console
  22. 22. #1 Personal Access to Mobile Devices –62% wanted to bring their own devices to the classroom
  23. 23. Discussion: The future of technology… • to improve student performance • a tool to lift student educational and life expectations • built-in features access for everyday technologies • to prepare our students to advocate for their own accommodations in a digital world • addressing student needs which are foundations for good AT implementation
  24. 24. SMILE BREAK
  25. 25. Tools & Accommodations Everyone Uses Tools/Accommodations to do things they normally cannot do Stephen “Broken Ninja” France American Ninja Warrior Ford ‘s kick-activated tailgate
  26. 26. Skill DevelopmentBasicAdvanced
  27. 27. Common Core Reading & Writing Across the Curriculum
  28. 28. How Many Words do Students Need to Know in order to Keep Pace with Objectives? ➢ ➢ 96% of spoken language is made up for 4,000 words ➢ To read written text, you need a vocabulary of 1 million words
  29. 29. Intrigood Harry flicked the envelope opened to pulled out the sheaf of perch inside More curly silver writing on a front page said: Fill out of step in the world of modem modern magic? Find yourself making excuses not to perform simple spells ever been rented taunted for your willful wendword? There is an answer! Kwikspent is at all-new fail-safe, quick-reset, easy-learn course. Hundreds of witches of wizards have benefits from the Kinwhich spell method! Madam Z Nettled of Topshum writes I had not memory for incononotions and my positions were a family joke now, after a Kiwikinspell course I am the center of attention at parties and friends beg for the recipe of my Sinstiation Solutation. Would Warlock D.J. Prod of Dissburg says: “My wife used the sneer at my feeble charms, but one month into our famulous Kwikspell course and I suggusted in turning her into a yak! Thank You, Kwikspell” -Harry Potter Passage As Read by Anthony
  30. 30. Reference: Edyburn, D.L. (2004). Rethinking assistive technology. Special Education Technology Practice, 5(4), 16-23.
  31. 31. ➢ Assistive Technology for students with Learning Disabilities is defined as: any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits ➢ Over the past decade, a number of studies have demonstrated the efficacy of Assistive Technology for individuals with Learning Disabilities ➢ Assistive Technology doesn't cure or eliminate learning difficulties, but it can help students reach their potential because it allows them to capitalize on their strengths and bypass areas of difficulty ➢ Assistive Technology compensates for a student's skill deficits or area(s) of disability ➢ Utilizing Assistive Technology does not mean that a child can't also receive remedial instruction aimed at alleviating deficits Assistive Technology
  32. 32. The SETT Framework S = Student E = Environment T = Tasks T = Tools Adapted from Joy Zabala,
  33. 33. Student Educational Needs & Motor Cognition, Memory, & Attitude Language & Processing Sensory Module 9: Assistive Technology
  34. 34. Environments Library Classroom Lab Home Module 9: Assistive Technology
  35. 35.  Mechanics of Writing  Reading  Communication  Computer Access Task Module 9: Assistive Technology
  36. 36. Tools Module 9: Assistive Technology
  37. 37. Likes history Wants to help others Poor handwriting Difficulty with organization Easily Frustrated Poor spelling Struggles in Spanish Dyslexia, Dysgraphia, Does he enjoy listening to books? Does Dragon help him get thoughts on paper? History tests Foreign Language Homework is always a struggle Where are the error patterns on tests? What can he have access to at both home & school? Pass history exams Write essays to prepare for high school Complete homework with support What options are there for state foreign language requirements? What testing options are there in history? Computer based testing instead of scantron Audio sources for foreign language practice Audio books for Spanish text Google Translate Is there a computer option for the history tests? Is Rosetta Stone appropriate for middle schoolers? Does Learning Ally have foreign language learning audio books for his iPad?
  38. 38. SMILE BREAK
  39. 39. Universal Design for Learning (UDL)
  40. 40. What is UDL? “A framework for instruction organized around three principles based upon the learning sciences” (Rose & Gravel, 2010).
  41. 41. “Based on two decades of research into the nature of learning differences and the design of supportive learning environments” (Rose & Meyer, 2002). What is UDL?
  42. 42. What is UDL? Video: UDL Principles and Practice
  43. 43. UDL Principles and Practice
  44. 44. What is UDL? To Support Learning Provide Multiple Means of: • Representation • Action & Expression • Engagement Learning Differences The Learning Brain Recognition Networks Strategic Networks Affective Networks
  45. 45. How does UDL help students with reading difficulties? • Design of lesson plans incorporates built- in scaffolds and supports • Richer learning environment • Flexible goals, methods, materials and assessments • Learner directed choices • Based on brain research and uses the three brain learning networks: Recognition, Strategic, & Affective
  46. 46. SMILE BREAK
  47. 47. Brain networks Universal Design for Learning
  48. 48. 40 years of research No “typical” student Individual learning is unique Abilities are not static Variability is the “norm” Variability is systematic
  49. 49. Three Distributed Systems 2. Strategic 1. Recognition 3. Affective Graphic © Don Johnston Inc. 2007
  50. 50. Recognition Networks: The “WHAT” of Learning Recognition “Specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas and concepts” (Hall, Meyer & Rose, 2012, pp. 3) Graphic © Don Johnston Inc. 2007
  51. 51. The “WHAT” of Learning “Present to Cement” Recognition Networks
  52. 52. Strategic Networks: The “HOW” of Learning Strategic “Relate primarily to the executive functions and specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills” (Hall, Meyer & Rose, 2012, pp. 3) Graphic © Don Johnston Inc. 2007
  53. 53. The “HOW” of Learning “Show what you Know” Strategic Networks
  54. 54. Strategic Network Works with Recognition Network During Learning  Read  Write  Compute  Solve Problems  Plan and execute project  Doing a project  Taking a test  Taking notes  Listening to lecture
  55. 55. Why it’s important to explicitly teach strategies…
  56. 56. Affective Networks: The “WHY” of Learning Affective “Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us” (Hall, Meyer & Rose, 2012, pp. 3)
  57. 57. Affective Networks: The “WHY” of Learning
  58. 58. Networks are interconnected… Recognition AffectiveStrategic
  59. 59. The “WHY” of Learning Affective “Connect to Affect” Graphic © Don Johnston Inc. 2007 Affective Networks
  60. 60. Understanding the Interrelations Helps us to understand that there is no single solution that works for everyone. • We must employ flexibility •Include alternatives •Appreciate differences •Set appropriate learning goals •Focus on reducing barriers within curriculum
  61. 61. …Reflection… Based on what you’ve learned so far, what are two key points you might share with a colleague about the relationship between brain networks and learning?
  62. 62. SMILE BREAK
  63. 63. UDL provides a blueprint for creating flexible… Goals Methods Materials and assessments that accommodate learner differences
  64. 64. UDL Curriculum…Defined Goals Designed to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery Do Not prescribe the methods and materials Methods –Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning
  65. 65. UDL Curriculum…Defined Materials –Materials are variable and flexible –Multiple media and embedded, just- in-time supports assessments  Process of gathering information about a learner’s performance  Uses a variety of methods and materials
  66. 66. Effective Instruction: Equal Access for All Students Accessible Instructional Materials (AIM)
  67. 67. Accessible Instructional Materials: Things to consider…  Learner’s needs  Recommendations from team  Availability  Implementation and support  Parental involvement  Environments  Technologies
  68. 68. Access for all students Accessible Instructional Materials ➢Text to speech (i.e. Read and Write Gold, Kurzweil 1000, Kurzweil 3000) ➢Audio and screen readers ➢Learning Ally ➢Braille ➢Screen magnification hardware and software ➢Technology to access Interactive Boards and White Boards ➢Use of iPads, Kindles, Nooks etc. ➢Keyboarding skills note takers, apps for writing and note taking
  69. 69. AIM Simply Said by the PACER Center
  70. 70. AIM Explorer by CAST
  71. 71. Learning Ally demonstration
  72. 72. THOUGHT BREAK Used with permission - Vince Low Designs
  73. 73. Effective Instructional Practices that create the climate for integration of technology
  74. 74. CLASSROOM MANAGEMENT I’ve come home exhausted and frustrated every day since we returned to school! I have two little guys who I’ve tried all my tricks on and nothing is helping. Feeling really frustrated and upset with my attitude towards my class. Hoping I will find something that will motivate and help them and will then help me and the rest of the kids in my room. Laurie Irby, Elementary Teacher
  75. 75. Time Management & Smooth Transitions – The Why?
  79. 79. Proactive Strategies Characteristics of Good Classroom Rules: – Keep them to a minimum – Keep the wording simple – Represent basic expectations – Keep the wording positive – Make rules specific – Make them observable & measurable – Post the rules in a public place – Tie rules to problem areas
  80. 80. Directly teach concrete social skills expected in each relevant school environment Pre-teaching skills DAILY › Skill Review: first 15 minutes of the school day › Design brief lessons to teach the rules by: • Teaching the skill • Providing examples and non-examples • Conducting activities: Role playing, modeling, performance feedback › Teach in the moment! Teach Behavioral Expectations When?
  81. 81. Active Supervision Scanning – examining the area for rule followers and rule violators Moving – consistently traveling around the room where problems are more likely to occur Interacting – initiating brief pro-social interactions with students (e.g., brief praise)
  82. 82. Why? – Develop Habits › The goal is for students to develop positive behavior habits. › Some students will also have to get rid of bad habits. › Simple habits can be developed in 14-21 days (e.g., forming a line, lunch procedure) › More difficult habits can take several months to a year before you get a final result, especially if a current habit must be replaced! Reinforce Behavioral Expectations
  83. 83. Class Dojo
  84. 84. What are the benefits of effective classroom management?
  85. 85. Group Cost Benefit: Administrators Reduction in Office Discipline Referrals Impact of Minutes Gained
  86. 86. Group Cost Benefit: InstructionReduction in Office Discipline Referrals Impact of Minutes Gained
  87. 87. What Does Continuous In-Class Discipline Cost? Impact on Minutes Lost
  88. 88. The UDL based classroom is the best place to introduce AIM & Assistive Technology
  89. 89. UDL vs. Differentiated Instruction DI UDL When During instruction when the teacher notices the students’ needs When designing the curriculum How Makes changes or adjustments to the curriculum Builds resources and options into the curriculum
  90. 90. Differentiated Instruction
  91. 91. Differentiated Instruction Different Routes – Same Outcomes
  92. 92. Differentiated Instruction IS NOT:
  93. 93. Obstacles of Implementation
  94. 94. Differentiated Instruction Teachers Can Differentiate: Through a Range of Instructional and Management Strategies
  95. 95. Differentiated Instruction Guiding Principles: Flexible Grouping: › Groups don’t have to be the same size › In a classroom of 20 – how many combinations? › Group by Interest, Readiness, Randomly › Doesn’t always have to be chosen by the teacher › Groups know the transitions and group rules › Groups have responsibilities › Timekeeper › Facilitator › Scribe › Wingman › Accountability
  96. 96. Differentiated Instruction Guiding Principles: Continuous Assessments: › Types of Assessment › KWL – Know, Want to Know, Learned › What I Know Now › Entry and Exit › Assessments don’t always have to be written › Choral Responding, Thumbs Up, Graffiti Wall, Solo Cups for Group Work › Allow students to assess themselves and others › Continuous throughout each unit › Use as a teaching tool to extend rather than a way to grade
  97. 97. We’ve Got It We don’t need help We will need help soon, but can keep working for now We cannot keep working without help Quick Assessments Solo Cups
  98. 98. Quick Assessments Choral Responding /Response Cards
  99. 99. Quick Assessments Graffiti Wall
  100. 100. Teacher gives direct instruction on a new concept Class and teacher comes together to share information and pose questions Whole class reviews key concepts Introduction of additional skills The whole class discusses study plans and establishes criteria for success Small groups- students apply key principles to solve problems designed by Students self select interest areas through which they extend their Students work on varied tasks at varied levels of complexity and varied pacing Students engage in instruction through further study based on interest and readiness 1 2 3 4 5 6 7 8 9 Rhythm & Flow of a Differentiated Classroom
  101. 101. Differentiated Instruction Teachers Can Differentiate: Through a Range of Instructional and Management Strategies
  102. 102. Differentiated Instruction: Content- “The What” Using Varied Delivery Methods & Support Materials
  103. 103. Differentiated Instruction: Process- “The How”
  104. 104. Verbal Intelligence Visual Intelligence Musical Intelligence Kinesthetic Intelligence Write a story using different resources about traveling using a map Make a chart that compares a physical map to a political map Make up a song about maps Make up or adapt a game about your state and how to navigate Multiple Intelligences
  105. 105. Differentiated Instruction: Product- “The Result”
  106. 106. Differentiated Instruction: Product- “The Result”
  107. 107. Differentiated Instruction Teachers Can Differentiate: Through a Range of Instructional and Management Strategies
  108. 108. Differentiation According to Interest
  109. 109. Interest Inventories
  110. 110. Interest Centers Elementary Middle School High School
  111. 111. Choice According to Interests ➢iSearch – alternative to a research paper ▪ Topic Immersion & Question Generation ▪ Plan Development ▪ Information Gathering ▪ Knowledge Representation ➢Storykit –app for creating books
  112. 112. Differentiation According to Readiness
  113. 113. Tiering Formats
  114. 114. Tiering Formats Level 1 Level 2 Level 3
  115. 115. Learning Contracts ➢ Allow students to: o Work at an appropriate pace o Target their learning style o Work independently ➢ This is an excellent way for students to understand what is EXPECTED of them. ➢ Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals. ➢ Can be ever-changing!
  116. 116. Choice Board (Tic-Tac-Toe) Define fraction, decimal, and percent. Draw a picture to illustrate each word. Complete a chart of conversions for fractions, decimals, and percents. Play the game Request or Request Challenge. (The game is like Go Fish, but you need to match up fractions, decimals, and percents.) Complete lesson using equivalent fraction, decimal, and percent dominoes. FREE (Student Choice with teacher approval) Illustrate ways in which fractions, decimals, and percents are used in everyday life. You need two examples for each. Color equivalent squares to reveal a hidden picture of an endangered species! Play the game Recall or Recall Challenge. (The game is like Concentration, but you need to match up fractions, decimals, and percents.) Complete the Hidden Name Puzzle and then create a puzzle of your own.
  117. 117. Learning Menus Appetizer ❑ Label parts of a map ❑ Define parts of a map Main Dish: ❑ Use 2 map resources to compare trade routes ❑ Analyze transportation routes from New York to New Jersey ❑ Compare/Contrast a historical map and a current map Dessert: YUM! ❑ Create a salt map ❑ Create a brochure for public transportation
  118. 118. Cubing • Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level • Given a topic, students can: • Describe it, • Compare it, • Associate it, • Analyze it, Apply it, • Argue for or against it.
  119. 119. Summarization Pyramid
  120. 120. Changing the Verb Raise or lower the challenge level by changing the verb in the prompt!
  121. 121. Differentiation According to Learning Profiles
  122. 122. Verbal Intelligence Visual Intelligence Musical Intelligence Kinesthetic Intelligence Write a story using different resources about the solar system Make a chart that compares 2-3 planets Make up a song about planets Make up or adapt a game about the solar system Multiple Intelligences Howard Gardner
  123. 123. Technology to Help Differentiate • ReadAbility • Wordle • Simple English Wikipedia- website • TLDR – plug in for chrome only • 30 hands – app • AudioNote – app • Live Binders- website • Edmodo
  124. 124. Follow Up & Resources kbehnke AGC0623
  125. 125. SMILE BREAK