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ISRD Technology
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- 2. What Do YouBelieve? Academic Supports Handout
- 3. Standards • Unpacking theStandard(s) – this information should come from core – Select a standard or set of standards – Circle the verbs and action phrases (skills – Do) – Underline the nouns and noun phrases (knowledge and understanding – K and U) – Identify pre-requisite skills implied within the standard – Determine instructional implications of the standard
- 4. Standards • Example pre-requisiteor implied skills Reading | Planning and Problem Solving | Critical Thinking Skills | Maintain Focus | Task Persistence | Organization and Synthesis of Information | Self-Regulation | Active Listening | Language • Instructional Implication – Review/reteach the implied skills – Provide scaffolding for implied skills
- 5. Cognition & Neurology Neurological,or cognitive, processes (such as memory) can impact engagement, learning, and achievement. Students differ widely in their cognitive processing skills.
- 6. Can This Makea Difference?
- 7. Information Mapping • Passout first business letter. • Do not open the letter until instructed. • Time the response. • Pass out second business letter. • Do not open the letter until instructed. • Time the response.
- 8. Cognition – Input(visual/auditory) • Recognizing size, shape, and placement of text • Recognizing line and paragraph typography • Distinguishing subtle differences in sounds • Distinguishing figure and background sounds
- 9. Instructional Scaffolds • Input –Reading/focus guides – Fonts and font sizes – Spacing between words, lines and paragraphs – Visually organizing text with highlighters, comments, and stamps – Graph paper – Text-to-speech – Personal FM systems
- 10. Technology Tools –Input • http://cognitive- supports.wikispaces.com/Input
- 11. Cognition – Integration •Sequencing – Ordering and sequencing information – Organizing and relating information • Abstraction – Inferring meaning – Generalizing a text
- 12. Cognition – Integration •Externalized thinking • • • • • •
- 13. Cognition – Integration •Demo - Rationale
- 14. Instructional Scaffolds • Integration –Graphic organizers – Concept maps – Mind maps – Timelines – Outlines
- 15. Technology Tools –Integration • http://cognitive- supports.wikispaces.com/Integration
- 16. Cognition – Memory –Short-term memory – Long-term memory – Engrams – Long-term potentiation – Long-term depression
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- 24. Cognition – Memory 0 2 4 6 8 10 12 14 15min 45 min 1 hr 45 min 2 hr 45 min 23 hrs
- 25. Instructional Scaffolds • Memory –Multiple text processing – Comparing/contrasting – Spread information across multiple media – Self-selecting icons or graphics (and sharing) – Notebooks / Journals – Review schedules
- 26. Technology Tools –Memory • http://cognitive- supports.wikispaces.com/Memory
- 27. Cognition – Output •Spontaneous language – Self-selecting subject and related information – Organizing information and thoughts • Demand language – Selecting related information – Organizing information and thoughts
- 28. Instructional Scaffolds • Output –Guided discussion questions – Cue cards – Graphic organizers – Written notes with main points highlighted – Extra time to prepare responses (with specific strategies)
- 29. Technology Tools –Output • http://cognitive- supports.wikispaces.com/Output
- 30. Scaffold Integration All ofthese types of scaffolds are most effective when used in conjunction with each other. For example, a student may be taught a strategy or system for highlighting and visually marking complex text. The text that was highlighted and marked may then be used to fill out a graphic organizer, concept map, timeline, etc. Further processing could include illustrating some of the information on the graphic organizer. That graphic organizer could then become a discussion support tool.
- 31. Reflection • What affirmswhat you already know? • What makes you uncomfortable or would require additional discussion with colleagues? • What could result in changing a way of work or changing a process?