Using Chrome Extensions and Apps to Support Literacy was presented at the International Society of Technology in Education Conference in Denver (June, 2016). Within the framework of Universal Design for Learning, this presentation offers practical advice for using Assistive Technology (AT) supports to promote literacy within the areas of writing and reading intervention areas.
Professional Learning Networks for Foreign Language Teachers #wlclassroomJoshua Cabral
Professional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.
The Game Application For English Grammar in Mobile Application fniylia
This game application will develop for children in year 1 and 2 for schooling. This application contains five levels and each level contains multimedia elements such as audio, text, graphics and animation. Audio and animation effects will enter to realize interactions between users and interactive applications. This interactive application income is expected to help target groups to learn English Grammar in a playful way but interesting. To develop this mobile application,I will be using Adobe Flash,Adobe Illustrator,Adobe Photoshop and so on.
One and done ppt (simple k12) (July 2014)Matt Bergman
Are you a one-and-done iPad user? A one-and-done is an educator who uses one iPad app per educational experience. Not all students learn the same way; therefore, we need to design opportunities for multiple apps.
Professional Learning Networks for Foreign Language Teachers #wlclassroomJoshua Cabral
Professional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.
The Game Application For English Grammar in Mobile Application fniylia
This game application will develop for children in year 1 and 2 for schooling. This application contains five levels and each level contains multimedia elements such as audio, text, graphics and animation. Audio and animation effects will enter to realize interactions between users and interactive applications. This interactive application income is expected to help target groups to learn English Grammar in a playful way but interesting. To develop this mobile application,I will be using Adobe Flash,Adobe Illustrator,Adobe Photoshop and so on.
One and done ppt (simple k12) (July 2014)Matt Bergman
Are you a one-and-done iPad user? A one-and-done is an educator who uses one iPad app per educational experience. Not all students learn the same way; therefore, we need to design opportunities for multiple apps.
An Introduction to Kurzweil 3000 software to support reading, writing, study skills and test-taking. Focus on how Kurzweil 3000's highlighters, graphic organizer, column notes, outliner, customizable writing rubric and ability to seemlessly move from reading content to writing can support students in the classroom.
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
Exercțiu practic recomandat formatorilor în domeniul Educației Interculturale. Elaborat în cadrul proiectului „Educație Interculturală în Moldova”.
Centrul Naţional al Tineretului din Moldova (CNTM), începând cu anul 2010, implementează, cu susţinerea Fundaţiei Elveţiene pentru Copii „Pestalozzi” (PCF), proiectul „Dialog Intercultural în Moldova”.
An Introduction to Kurzweil 3000 software to support reading, writing, study skills and test-taking. Focus on how Kurzweil 3000's highlighters, graphic organizer, column notes, outliner, customizable writing rubric and ability to seemlessly move from reading content to writing can support students in the classroom.
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
Exercțiu practic recomandat formatorilor în domeniul Educației Interculturale. Elaborat în cadrul proiectului „Educație Interculturală în Moldova”.
Centrul Naţional al Tineretului din Moldova (CNTM), începând cu anul 2010, implementează, cu susţinerea Fundaţiei Elveţiene pentru Copii „Pestalozzi” (PCF), proiectul „Dialog Intercultural în Moldova”.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Digital Reading Strategies
A Faculty Learning Community Presentation
Dawn Hawley, Librarian/eLearning; Judi Wise, Faculty;
Traci Taylor, Librarian; and Stoo Sepp, Director of eLearning
Bellingham Technical College
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Sample of Designs of Technology-Inspired Instructional PlanEricksonBaylon
This PowerPoint Presentation is about the "Sample of Designs of Technology-Inspired Instructional Plan." It will teach the students/learners what web quest is and how to design one.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Hello!
I am Dr. Tara Mason
I am here to talk about differentiating
when using technology with Chrome
Extensions and Apps
You can find me at:
tara@newtechfored.com
7. “
Our 21st Century definition of
differentiation is creating multiple paths
for students at different levels to have
appropriate and accessible ways to
absorb, apply, develop and present
concepts and learning.
15. Stages of Differentiation: How to implement
classroom wide differentiation using technology
Differentiation Grid
1. Scaffolding- supports built in for all students
2. Differentiation- data-driven supports and
accommodations unique to student
3. Accommodations- connected to differentiation and
accessibility
4. Modification- students with alternative to the target
skill
24. Reading
1. Differentiated
Informational Text=
Newsela
2. Text to Speech = Read
and Write Google or Click
to Speech
3. Simplified text using
Reading and Write
4. Reading Fluency by
Texthelp
5. Try Don Johnston’s Snap
and Read
Writing
1. Read and Write Google for
highlighting, categorizing,
Speech to Text
2. Research tab in Google
Docs
3. Voice Typing and Templates
4. Google Forms + Autocrat for
drafting and writing process
5. Try Don Johnston’s Co-
Writer
Highlight the Fav’s!
26. Where would I use these and why??
Case study Example
Student Y, Middle School
1. Needs Speech to Text using Voice
Typing
2. Text to Speech using Read/Write
3. Headphones/mic
27. Where would I use these and why??
Case study Example
Student X, High School
1. Reading 5+ grade level below peers- Text
to speech/Speech to Text + Google
Forms
2. Significant support with organization &
writing (spelling and sentence stems)-
Google Drive/Apps
3. Executive functioning support: iOS +
Chrome
28. Where would I use these and why??
Case study Example
Student Z, Upper Elementary
1. Translation and vocabulary support
2. Text to Speech for comprehension and
fluency
3. Google Docs for organization and
research tab
30. Case Study #1:
Student is a
struggling
reader, grade
level 3rd-12th,
reading 3+ grade
levels below
his/her peers.
1.Feature match
2.Try it out
3.What steps
are needed?
Case Study #2:
Student is a
struggling writer
and unable to
complete more than
1-2 sentences
written by hand due
to graphomotor or
problems with
conventions or
spelling.
1. Feature match
2. Try it out
3. What steps are
needed?
Case Study #3:
Student is
desperately
disorganized in
his/her executive
processing and it
impacts reading
and writing tasks.
1.Feature match
2.Try it out
3.What steps are
needed?
Choose Extension that would be a
Feature Match
32. Writing Intervention: Chrome
Extensions & Apps
5 Neurodevelomental Areas of Writing
(Levine, 2002)
1.Graphomotor: What to try?
2.Attention: What to try?
3.Language: What to try?
4.Memory: What to try?
5.Higher Order Thinking: What to try?
33. 5 Essential Elements of
Reading
1. Phonemic Awareness (Not covering
possible AT solutions)
2. Phonics (Not covering possible AT solutions)
1. Fluency: What to try?
2. Vocabulary: What to try?
3. Comprehension: What to try?
34. Thanks!
Any questions?
You can find me at:
www.newtechfored.com
tara@newtechfored.com
ILC Teacher at Monarch HS in BVSD!
Resources:
Center for the Individual, Todd Rose Co-Founder, http://bit.ly/28Tm8ac
Universal Design for Learning @ CAST: http://bit.ly/1PyIqzg
Youtube channel: http://bit.ly/1J4UFiO
St. Vrain Assistive Technology Blog: http://bit.ly/1NSvb5C
Editor's Notes
Our Objectives…
1. Utilize accessibility features, strategies and teaching tools for differentiation with Google apps with students with unique learning needs in the areas of literacy
2. Through the lens of UDL, learn how to implement differentiated learning activities using Google apps.
3. Practice reviewing case study examples of students who would benefit from differentiated features when using Google apps
What is it? Word tossed around a ton and we will delve into what it really means.. where and why to use it and how it helps students. Requires us to make a decision about student learning and needs related to their learning. When we employ accessibility features it should be a decision supported by student need and monitored by student growth.
The big idea is UDL, what is UDL?
Multiple Forms of: Expression, Representation and Engagement
What does this quote mean to you?
Another way to think about it… The learning activities may not always be situated to meet learner needs and learners may be unfairly penalized when it comes time to demonstrate their knowledge.
It is imperative for students to continue to fill in the areas where they have skill gaps in their reading and writing but not in a vacuum. How can we ensure students obtain content and succeed, when they are struggling? We can use technology to differentiate. This technology can be considered assistive technology or we can think of it as individualized learning. I always tell people that if a student has:
-had an assistive technology evaluation of some kind
-trialed using some AT supports and shown growth through progress monitoring
- proven that they benefit from having access to AT then it should be checked on the IEP
For example, I have a late elementary student with significant writing challenges placing them around kindergarten, 1st grade in production, the student is going onto middle school next year and cannot produce written text. I would trial both keyboarding and dication with the student. I would ensure the team is using a graphic organizer or outline and any other writing supports need. The student’s baseline use of each tool would be evaluated using the same 5 or 10 minute writing probe. Then around every 10 days of instruction, I would check for progress using the same probe constraints and setting. If I was only focusing on one solution, since it was found to be the strongest, then I only probe for it.
We will stop at around 4 minutes.. After he talks about how our system was developed/designed to put ppl to work in factories and it more or less accomplished what it was designed to to.
Instructional Planning involves sequential planning for student success. This means we use a teaching and learning cycle when bringing in AT tools. Often times, we bring the tool in to differentiate for student need, remember differentiation is where we are adapting the curriculum to meet the students where they are, i.e. adapting grade level text- not modifying it or changing the target skill.
How to teach?
-backwards chaining, forward chaining, total skill
Other things to consider:
a. the learner’s temperament, b. the learner’s learning style, c. the history of what has and has not worked for this learner, d. the learner’s IEP/IFSP/Summary of Performance, and e. the environments within which the learner functions best.
Student from co-teach at a Middle School
Student who is an ELL elementary student, needing organization and idea help
Graphomotor: fine motor issues with writing, sloppy and illegible handwriting, inconsistent writing, off the line, spacing issues, etc. What to try? Voice Typing & Keyboarding with Google Docs
Attention: easily distracted, difficulty getting started, poor planning when writing. What to try? Google Forms for writing process + Autocrat to create a Google Document.
Language: poor vocabulary, spelling issues, difficulty with sentence structure… What to try? Grammarly + Google Research Tab OR Co-Writer with data-driven support for word usage, spelling errors, etc.
Memory: issues around conventions and genre writing, spelling and capitalization… What to try? Google Doc templates or creating presentations using Google Slides
Higher Order Thinking: Google Forms, help students work through genre writing without so much cognitive load.
Fluency- integrated translator in Google Read and Write & Picture dictionary support with text to speech support, repeat readings, Fluency Tutor. OR Snap and Read, repeat readings and tools for organization.
Vocabulary- research and tools tabs in Google Docs & Simple highlighter. Google Read/Write will create a vocabulary list
Comprehension- use Newsela to differentiate text. Create text sets for students and match their text level to articles. Have students all reading the same, up-to-date articles
Taking it a step further.. Use highlighting and annotations
Try these Annotation reading strategies on Newsela:
Highlight unknown words in RED and Annotate a definition based on clues from the text;
Highlight evidence in GREEN that supports the Central Idea and Annotate why this important;
Highlight in BLUE a quote that is surprising and Annotate why this evidence is surprising to you
Highlight in YELLOW evidence that is exciting and Annotate what you would like to learn more about.